Science – Pre-AP Physics
Unit of Study: Suspended Curriculum
CURRICULUM OVERVIEW
First Grading Period – Week 1 (3 days)
Enduring Understanding (Big Idea)
Unit Rationale
Students’ performance may be enhanced when school expectations are clearly presented
to them.
Essential Questions
Guiding Questions
TEKS
TEKS Specificity - Intended Outcome
Students will first participate in three days of activities and instruction focusing on
issues and concerns specific to students in Physics.
Skills
Concepts
Familiarization and socialization with school/district policy and procedures.
Evidence of Learning
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 1 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science - Pre-AP Physics
Unit of Study: Safety
CURRICULUM OVERVIEW
First Grading Period – Week 1 (2 Days)
Enduring Understandings (Big Ideas)
Unit Rationale
The science classroom is a place where exploration and discovery take place. It is also
a place where students come in contact with potential hazardous materials and
equipment. Planning for science safety involves the students becoming aware of the
potential hazards that science activities may present and what to do when confronted
with a hazardous situation.
The Texas Essential Knowledge and Skills require students to understand and do
science. As we require students to carry out investigations, we must be aware of their
safety and give them the skills they need to do and comprehend science content and
procedures.
Essential Questions
Guiding Questions
What are the critical safety rules that every student should know and why is that
important to the physical protection of the entire class?
How can a student identify what is hazardous about a particular chemical or science
activity that requires special attention for the safety of all involved?
TEKS Specificity - Intended Outcome
Skills
Concepts
TEKS (Standards)
What are the responsibilities of the student when conducting lab investigations?
What are the hazards that can result from not following lab safety rules in class?
Physics TEKS 1 Scientific processes. The student conducts
investigations, for at least 40% of instructional time, using safe,
environmentally appropriate, and ethical practices. These
investigations must involve actively obtaining and analyzing
data with physical equipment, but may also involve
experimentation in a simulated environment as well as field
observations that extend beyond the classroom. The student is
expected to:
(A) demonstrate safe practices during laboratory and field
investigations; and
(B) demonstrate an understanding of the use and conservation
of resources and the proper disposal or recycling of materials.
SAISD © 2010-11 – First Grading Period
” I CAN” statements highlighted in yellow and italicized should be displayed for students.
I can:
 interpret safety symbols commonly encountered in the science class room. (1A)
 apply safe practices while performing lab investigations and activities (1A)
 distinguish "safe" behaviors versus "unsafe" behaviors (1A)
 Identify the proper techniques to handle lab emergencies (1A)
 evaluate situations -- what to do "if" or what's wrong (1A)
 pass a written safety test covering safety rules and regulations specific to chemistry (1A)
 dispose of leftover materials and chemicals in a safe and proper manner. (1B)
Science - Pre-AP Physics
Page 2 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS 3c – share information in cooperative learning
interactions
ELPS 5b – write using newly acquired basic vocabulary and
content-based grade-level vocabulary
 Learns academic and social vocabulary related to the scientific method and safety such as independent
and dependent variables, hypothesis, conclusion, hazard, disposal, violation, and response (1A,2C)
 Expresses and shares opinions, ideas, feelings, and information with others individually or in small groups
using appropriate vocabulary (3E,G)
 Uses new vocabulary to create a safety poster or outline what to do in an emergency due to a specific
accident in the lab (5B)
College Readiness Student Expectations
College Readiness - Intended Outcome
Science Standards
o I – C2: Understand and apply safe procedures in the
laboratory and field
o I – C3 Demonstrate skill in the safe use of a wide
variety of apparatuses, equipment, techniques, and
procedures
o
o
o
Identify safety symbols and their meaning
Critique unsafe behaviors and identify potential safety problems before they occur
Identify the proper disposal procedures for laboratory materials
Evidence of Learning (Summative Evaluation)
1. Given a test of safety symbols, rules, and regulations, a student will obtain a score of at least 80% or higher
2. Given a sample of lab activities, students will be able to identify safe and unsafe practices at least 80% of the time or more.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 3 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Safety
CURRICULUM GUIDE
Week 1 – Lesson 1 – Lab Safety (2 days)
Guiding Questions
Essential Pre-requisite Skills
 Where can someone find information about the hazards associated with using a
chemical?
 When are personal safety devices such as aprons and goggles require to be worn?
 What symbols alert someone to a safety hazard?
 What are the responsibilities of the student when conducting lab investigations?
 What are the hazards that can result from not following lab safety rules in class?
 Student understands that there are safety rules that they must know and follow
(TEKS 1A; Science grades 1-12)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Start with a demonstration of what can happened when safety rules are not
followed; for example - Eye Safety Demonstration (1A)
 Where can you find information about the hazards a substance presents? What
safety equipment doe we have in this lab and where is it located? (fire
extinguisher, fire blanket, eyewash station)
 Demonstrate a MSDS (download free from Flinn Scientific)
Explore
 Students become familiar with safety symbols -groups of two or three use a baggie
containing cut-up safety symbols and their meanings. They are to match the
symbol with their meaning. (1A) What are the most important safety symbols for
this course of study?
 Groups conduct a MSDS activity (1A)
Explain
 Discuss safety rules and regulations as they pertain to physics (1A)
 Show the video clip Lab Safety (1A) What important safety lessons were
presented in the video?
 Discussion of safety contract [must be signed by all students] (1A)
 Observe and discuss the consequences of not following proper safety procedures
(1A)
 Identify the location and use of the safety equipment in the science lab (1A)
 Work in pairs to match science safety symbols with their meaning (1A)
 Discuss and take notes on the safety rules and regulations to be followed within
the science lab (1A, 1B)
√ Check for student understanding
What do you do for students who need additional support?
 Students are grouped for mini-instruction of rules they are not clear on. Students
help each other understand the rules and their importance. Teacher may
demonstrate the rule as well.
 Students visit a web site and answer the question asked.
What's wrong here?
Reflect on the video “Lab Safety” in their science journal. What are the most
important things to remember about lab safety?
What do you do for students who master the learning quickly?
 Reinforcement video
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 4 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Lab Linebacker (humorous)
Student reads an article on lab accidents and shares it with the class Lab Accidents
(serious)
Elaborate
 Show images (power point link) and solicit comments about what safety
violation(s) can be observed. (1A)
 Ask students to list things they have seen others do during a science experiment.
(1A) How was this dangerous or unsafe
Evaluate
 Written safety exam [Student may not perform investigations until a written test
has been passed] (1A)
 Safety reading activity (1A)
 Use the Promethean Interactive White Board Flip Chart - “Safety Quiz”
 Reinforce learning by identifying unsafe practices and comparing them to safe
practices (1A)
 Evaluate learning by correctly identifying safety rules, regulations and unsafe
practices (1A)
 Unit assessment
Refer back to the Guiding Questions to assess students' knowledge of
lesson/concept
Content Vocabulary:
Vocabulary Card
 Hazard
 MSDS
 Disposal
 Toxic
 Ventilation
 Symbol
 Symbol
 Poisonous
 Fume
 Waif
 Guideline
 Disposal
 Ingest
 Biohazard
SAISD © 2010-11 – First Grading Period
Academic Vocabulary:
 Demonstrate
 Investigations
 Adequate
 Precaution
Resources for Instruction:
Texas Safety Standards K-12
Flinn MSDS Sheets
MSDS Sheets
Safety Web sites: http://bcbrown.net/utk/safety.html
http://ecommerce.nsta.org/enewsletter/2003-06/member_high.htm
Science Tool Kit
www.utdanacenter.org
Science - Pre-AP Physics
Page 5 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS Stems
Use what you know about safety to predict the meaning of “hazardous substances” or ____________.
Identify words and phrases heard in a discussion about safety in the science classroom.
Evidence of Learning (Summative Assessment)
Formative Mini Assessment
Formative Assessment Sample Question
TAKS Released Question
12. When you enter a science lab room for the first time,
which safety item would be the most important to locate?
F
G
H
J
Fire extinguisher
Paper towels
Bandages
Water
Answer - F
SAISD © 2010-11 – First Grading Period
College-Readiness
TAKS Benchmarks
Anticipated Skills for SAT/ACT/College Board
o
o
o
Identify safety symbols and their meaning
Critique unsafe behaviors and identify potential safety
problems before they occur
Identify the proper disposal procedures for laboratory
materials
Example Problem from Palomar College
All of these procedures must be followed when using
the setup shown above except —
A
B
C
D
putting on safety goggles
handling the beaker with tongs
securing loose clothing
wearing rubber boots
What should be done if a chemical gets in a student’s
eye?
A
B
Notify the Instructor; then use the eye-wash fountain
Use the eye-wash fountain; then return to the
experiment
Use the eye-wash fountain; then notify the instructor
Nothing, unless the chemical causes discomfort
Answer – D
C
D
Additional TAKS Questions
Answer - A
Science - Pre-AP Physics
Page 6 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Physics, Measurement, Graphing, and Problem Solving
First Grading Period – Week 2 (5 Days)
Enduring Understandings (Big Ideas)
What the course is about and how we measure, graph and problem solve are important foundation pieces
for the study of Physics concept, laws and principles. Making measurements with precision and analyzing
graphical data is how scientists make new discoveries.
Essential Questions
CURRICULUM OVERVIEW
Unit Rationale
Students need to know the topics that will be addressed within the
course and the basic tools and skills used in the exploration of Physics
so they can apply them to their content learning.
Guiding Questions
How does a graph show the inter-relationship between different sets of data and why is it important to be
able to identify trends within graphs?
What techniques doe a scientist use to make accurate and precise measurement and why is this so
important in any scientific investigation?
TEKS Specificity - Intended Outcome
Skills
Concepts
TEKS (Standards)
What are some of the topics taught in a physics course and how do
they impact your life?
How do I construct a graph of data and use that graph to analyze the
information it contains?
Physics TEKS 2 Scientific processes. The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:
(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2)
of this section;
(B) know that scientific hypotheses are tentative and testable statements that must be capable of being
supported or not supported by observational evidence. Hypotheses of durable explanatory power which
have been tested over a wide variety of conditions are incorporated into theories;
(C) know that scientific theories are based on natural and physical phenomena and are capable of being
tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established
and highly-reliable explanations, but may be subject to change as new areas of science and new
technologies are developed;
(D) distinguish between scientific hypotheses and scientific theories;
(E) design and implement investigative procedures, including making observations, asking well-defined
questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and
technology, and evaluating numerical answers for reasonableness;
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
” I CAN” statements highlighted in yellow and italicized should
be displayed for students.
I can:
 describe areas of study included in the Physics course (3D)
 list common steps in any scientific investigation (2A)
 make measurements with scientific tools with accuracy (2B)
 create and interpret graphs to analyze and predict from data (2E)
 manipulate equations to solve for variables (3B)
 identify proper units for various measurements (2F)
 analyze available information to solve real world problems (3B)
 describe the contributions Galileo made to the study of science
(3E)
Page 7 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(F) demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration
equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne,
Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe
magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands,
stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses,
polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics
kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers,
meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe
magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron
filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky
springs, wave motion ropes, and laser pointers;
(G) use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures
as appropriate such as ripple tank with wave generator, wave motion rope, micrometer, caliper, radiation
monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with
table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and
ticker timer;
(H) make measurements with accuracy and precision and record data using scientific notation and
International System (SI) units;
(I) identify and quantify causes and effects of uncertainties in measured data;
(J) organize and evaluate data and make inferences from data, including the use of tables, charts, and
graphs;
(K) communicate valid conclusions supported by the data through various methods such as lab reports,
labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports;
and
(L) express and manipulate relationships among physical variables quantitatively, including the use of
graphs, charts, and equations.
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and problem solving to make
informed decisions within and outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing, including examining all sides of
scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
(B) communicate and apply scientific information extracted from various sources such as current events,
news reports, published journal articles, and marketing materials;
(C) draw inferences based on data related to promotional materials for products and services;
(D) explain the impacts of the scientific contributions of a variety of historical and contemporary scientists
on scientific thought and society;
(E) research and describe the connections between physics and future careers; and
(F) express and interpret relationships symbolically in accordance with accepted theories to make
predictions and solve problems mathematically, including problems requiring proportional reasoning and
graphical vector addition.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 8 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS 3c – share information in cooperative learning
interactions
ELPS 5b – write using newly acquired basic vocabulary and
content-based grade-level vocabulary



College Readiness Student Expectations
Science Standards
o II – F1: Select and use appropriate Standard
International (SI) units and prefixes to express
measurements for real-world problems
o II – D1: Use dimensional analysis in problem solving
o IV – A1: Recognize how scientific discoveries are
connected to technological innovations
o IV – C3: Recognize the role of people in important
contributions to scientific knowledge
Learns academic and social vocabulary related to the scientific method and graphing such as
independent and dependent variables, hypothesis, conclusion (1A,2C)
Expresses and shares opinions, ideas, feelings, and information with others individually or in small
groups using appropriate vocabulary (3E,G)
Uses new vocabulary to create a scientific approach to problems solving using a poster (5B)
College Readiness - Intended Outcome
o
o
o
Identify proper units for various measurements and real-world applications
Describe Galileo’s role in the development of a scientific approach to learning
Make accurate measurements with a variety of instruments and apply dimensional analysis for solving
problems
Evidence of Learning (Summative Evaluation)
1. Given data in table form, a student can construct a graph to show the relationship between the variables at least 80% of the time.
2. Given scientific tools, a student can make measurements with accuracy and precision at least 80% of the time.
3. Given data and information, manipulate formulas to correctly solve for a particular variable at least 80% of the time.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 9 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Physics, Measurement, Graphing, and Problem Solving
Week 2 – Lesson 1 – Physics and the Scientific Method (2 days)
Guiding Questions





CURRICULUM GUIDE
Essential Pre-requisite Skills
What are some of the topics taught in a physics course?
What are the typical steps in any scientific investigation?
What is a testable hypothesis and how does it help guide an investigation or exploration?
What did Galileo contribute to the history of scientific thought?
How is physics reflected in how we live our lives today?
 Student understands the basic steps in the scientific
method (IPC 2B and 8th Grade Science 8.2A)
 Students can form a simple hypothesis that is testable
(IPC 2B and 8th Grade Science 8.3A)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction
Engage
 Turn the light switch on and off, drop a rock to the floor, or shout across the room. All of these actions and more
are related to the study of Physics. Many of the things we take for granted in life are related to the study of
Physics. (Electricity, motion, heat, light and sound). (3E)
 Show the video clip, Introduction to Physics (3E)
 LTF Physics Module 2 – Page 9 – Concept Map for Physics
 Discuss the concepts addressed in the course and how they apply to real life (3E)
 We can learn about all of these topics and the laws of physics that apply by using the scientific method. What is
the scientific method? What are some of the steps in any scientific investigation? Why is it important to have a
structured approach to investigating questions? (2E)
Explore
 Have students do a simple investigation (like dropping different objects from a fixed height onto their lab tables).
Review the steps in the scientific method as you discuss what they did (experiment, observed, analyze,
concluded etc.) What is the difference between a testable and non-testable hypothesis? Could you test whether
food tastes sweet to a dog? (2E)
 Use the Promethean Interactive White Board Flip Chart - “Introduction to Physics and Measurement”

Show the video clip The Scientific Method or use the web site Scientific Method. Do the steps in a scientific
experiment always follow a set order? When could you go back and repeat a step in the scientific method? (2E)
 Discuss Galileo’s contribution to the process of scientific investigation . (3D) How did Galileo help advance the
process of science research?
 Discuss the use of models to represent real world concepts. What are some examples of models?
Explain
 How can the scientific method be used to solve an everyday problem?
 What is a controlled experiment, or a controlled variable? (2E)
 What are some of the physics concepts associated with a modern day automobile? What are some of the
physics concepts that you experience in you house? (3E)
√ Check for student understanding
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
So students can…
 Discuss real life application of physics concepts (3E)
 Review the steps of the scientific method and how it is
used by scientists to explore the real world (2E)
 Reflect on the steps of any good scientific
investigation (2E)
 Identify testable and non-testable hypotheses (2E)
 Use an “Interactive Word Wall” to start recording key
vocabulary terms for the study of motion (2E)
 Use the reading comprehension process to
summarize the article on Galileo in the science
journals (3D)
 List some common examples of models used to
replicate real world objects
 Work in pairs to identify a real world problem that can
be addressed using steps of the scientific method
(2E)
 List things in a typical house that show concepts of
physics
Page 10 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
What do you do for students who need additional support?
 Use the web site to reinforce the steps in the scientific method.
What do you do for students who master the learning quickly?
 Use the web site to study the many contributions that Galileo made to the history of scientific study. Summarize
in your science journals the key contributions of Galileo.
Elaborate
 Have students design an experiment that could be used to test a hypothesis that they choose. Have them identify
the hypothesis that they are testing and list the steps of the investigation. (2E, 2D, 2E)
 Compare and contrast two or more of the experimental designs. (2E)
Evaluate
 Have students list 10 topics that they will study in physics from the textbook table of contents, then give examples
of how they experience those concepts on a daily basis in their life. What careers are related to those concepts?
(3E)
 Have students list and define each step of the scientific method. (2E)
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card











Physics
Scientific Method
Hypothesis
Conclusion
Variable
Controlled Variable
Independent Variable
Dependent Variable
Scientific Notation
Dimensional Analysis
Manipulate
SAISD © 2010-11 – First Grading Period
Academic Vocabulary:
 Manipulate
 Implement
 Procedures
 Formulate
 Predict
 Symbolically
 Express
 Communicate
 Infer
Work in groups to design experiments that include
testable
hypotheses (2E)
 Work in pairs using “Think-Pair-Share” to share one
physics concept and a career related to that concept
(3D)
 Define each of the steps in the scientific method for a
typical investigation (2E)
 Write a testable hypothesis and a non-testable
hypothesis (1A)
Resources for Instruction
Holt Physics
Chapter 1 (pp. 4-9)
Sections 1.1
Laying the Foundation – Module 2 Participant Manual
Laboratories:
Holt Lab Manual
“The Circumference-Diameter Ratio of a Circle”, p. T26
Science - Pre-AP Physics
Page 11 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 3c – share information in cooperative learning
interactions
ELPS 5b – write using newly acquired basic vocabulary and
content-based grade-level vocabulary
ELPS Stems
Speak using a variety of types of sentence stems about the scientific method of discovery or ____________
Journal using newly acquired vocabulary about the steps in a typical application of the scientific method
Evidence of Learning (Summative Assessment)
Formative Mini Assessment
Formative Assessment Sample Question
College-Readiness
TAKS Benchmarks
Anticipated Skills for SAT/ACT/College Board
TAKS Released Question
o
6.
A student takes his lunch to school every day. Lately he
has noticed that the bread on his sandwich seems a little
dry by lunchtime. His mother has changed the way she
packages his sandwiches. The student finds several
different brands of food wraps and sandwich bags in his
kitchen. The student decides to perform an experiment.
What question is the student trying to answer?
o
o
F.
Which sandwich bag or wrap keeps bread the
freshest?
G. Which sandwich bag or wrap is cheapest?
H. Which sandwich bag or wrap is the easiest for a kid
to use?
J. Which sandwich bag or wrap closes the easiest?
Identify proper units for various measurements and
real-world applications
Describe Galileo’s role in the development of a
scientific approach to learning
Make accurate measurements with a variety of
instruments and apply dimensional analysis for
solving problems
Not tested
Answer - F
Answer – F
Additional TAKS Questions
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 12 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Physics, Measurement, Graphing, and Problem Solving
Week 2 – Lesson 2 – Measurement, Graphing, and Problem Solving (3 days)
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills





What is the SI system and what are some standard units of measure in that system?
What are the more common SI prefixes that will be used in this Physics course?
How are accuracy and precision different?
How do I construct a graph of data and use that graph to analyze the information it contains?
How can I use units to ensure that my answer is correct?
 Student understand units of measure ((IPC 2C and
8th Grade Science 8.2B)
 Students know that different types of graphs can be
used to illustrate data (IPC 2D and 8th Grade Science
8.2E)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction
Engage
 Show students a picture of a car speedometer with both miles per hour and kilometers per hour labeled. If you
were driving at 60 mph how fast would you be going in km/h? Are units of measurement important in life? Would
a cake taste the same if you use 1 lb of sugar or 1 gram of sugar? (2H)
 Describe the SI system of measurement and why all scientists need to use similar units of measure to compare
findings. (2H)
 What are some common SI dimensions used in physics for length, mass and time? Are these the same units we
use in life at home? (2H)
Explore
 Have the students measure their lab tables with a meter stick and record their measurements in millimeters,
centimeters, and meters. (2H)
 Or have the students conduct the “Time and Measurement” (Technology) lab in the textbook, p. 34 (2H)
 Or have the students conduct the “Physics and Measurement” lab in the textbook, p. 32 (2H)
 How can the measurement in millimeters be expressed without such large numbers and lots of zeros? Discuss the
use of prefixes to express very large or small numbers and the most common prefixes used in physics (milli, centi,
kilo, mega) (F, 2H)
 Explore the different types of graphs and how each is used to record data (2E)
Explain
 Why is it important to make good measurements? Discuss how accuracy and precision are different? Discuss the
role of significant figures to indicate the precision of a measurement? (2H)
 What tools will the students be using in Physics to measure mass, distance, time, speed, force etc? (2F)
 Discuss the importance of graphs to display data from investigations. What types of graph can be used? When
should you use one type of graph instead of another? (2J)
So students can…
 Discuss the consequences of not using the correct
unit of measure (2H)
List in your science journal some everyday units of
measure for length, time, speed, etc. (2H)
 Practice measuring real world objects in SI units of
length (2H)
 Make measurements with precision and accuracy
(2H)
List key SI prefixes used in physics in the science
journals (3B)
 Discuss the importance of accurate measurements in
science investigations (2H)
 Review the use of measurement tools for length,
mass, and time (2F)
√ Check for student understanding
What do you do for students who need additional support?
 Compare the measurements needed to bake a cake or make cookies. Why is it important to make these
measurements accurately? What would happen if you used the wrong measurement tool? A recipe is similar to a
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 13 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
scientific procedure because it ensures reliable results.
 Have students who have mastered graphing enter data on the calculator to show struggling students the
relationships of common types of variables.
What do you do for students who master the learning quickly?
 Use the reading comprehension process and the textbook, p. 24, “A Billion Burgers, A Trillion M&Ms” to analyze
the reasonableness of a consumer claim.
 Or use the Vernier, “Physics with Calculators” activity – “Finding the Relationship: An Exercise in Graphical
Analysis”, p. 5-1 to reinforce the use of graphing to define the interrelationship of variables.
Elaborate
 Use the data from the dropped ball experiment on p. 20 or other data to practice graphing data and interpreting the
results. (2J)
 Discuss how equations show the relationship (direct, indirect, inverse) between variables and how they affect each
other (2L)
 Discuss using estimation to determine if an answer is reasonable and checking the units to make sure the answer
measures the correct thing.
 Use the “Frayer Model” to review what students understand and still need help with.
Evaluate
 Define the difference between accuracy and precision and how to minimize both. (2H)
 Convert between common prefixes of SI units, like meters to kilometers (3H)
 Convert large and small numbers into scientific notation (3H)
 Construct a line graph of a given set of data – define the relationship between the two variables (2J, 2L)
Academic Vocabulary:
 Manipulate
 Implement
 Procedures
 Formulate
 Predict
 Symbolically
 Express
 Communicate
 Infer
 Define direct, indirect, and inverse relationships (2L)
 Graphing real world data and describe the
relationship between the variables
 Make measurements with various scientific tools with
accuracy
 Unit assessment
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 Accuracy
 Precision
 Manipulate
 Dimensional Analysis
 Scientific Notation
 Reasonableness
 Graph data from an investigation to illustrate trends
and relationships between the variables (2J)
Resources for Instruction:
Chapter 1 (pp. 10-25)
Sections 1.2 and 1.3
Laboratories
Holt Lab Manual
“The Circumference-Diameter Ratio of a Circle”, p. T26
Textbook – Technology Lab
Chapter 1, Lab Exercise B. “Time and Measurement”, p. 34
Vocabulary Tools:
DRY: Dependant Responding variable Y axis
MIX: Manipulated Independent variable X axis
Chapter 1, Lab Exercise A, “Physics and Measurement”, p. 32
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 3c – share information in cooperative learning
interactions
ELPS 5b – write using newly acquired basic vocabulary and
content-based grade-level vocabulary
SAISD © 2010-11 – First Grading Period
ELPS Stems
Speak using a variety of types of sentence stems about measurement or graphing data
Journal using newly acquired vocabulary about _______________
Science - Pre-AP Physics
Page 14 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning (Summative Assessment)
Formative Mini Assessment
Formative Assessment Sample Question
3 A student needs to measure the length and width of her
desk. The only tool available is a meter stick. To what
precision can an object be measured with a typical
meter stick?
A centimeters
B micrometers
C millimeters
D meters
College-Readiness
TAKS Benchmarks
Anticipated Skills for SAT/ACT/College Board
TAKS Released Question
o
33. Which of the following is the most useful in
determining the kinetic energy of a 50g battery
powered car traveling a distance of 10m?
o
A.
B.
C.
D.
Beaker
Voltmeter
Thermometer
Stopwatch
o
Identify proper units for various measurements and
real-world applications
Describe Galileo’s role in the development of a
scientific approach to learning
Make accurate measurements with a variety of
instruments and apply dimensional analysis for solving
problems
Topic not addressed
Answer - D
Answer - C
Additional TAKS Questions
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 15 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Linear Motion
CURRICULUM OVERVIEW
First Grading Period – Week 3 (5 days)
Enduring Understandings (Big Ideas)
Unit Rationale
Some motion occurs in only one dimension (up and down, left and right, or forward and
backwards), while other motion follows curved or circular paths. More complex motion
can be analyzed using combinations of one dimensional motion.
For students to understand and calculate the motion of any object requires an
understanding of the simplest form of motion (one dimensional or linear motion) first.
Essential Questions
Guiding Questions
How does a graph of distance versus time show the changes in motion of a moving
object and how can we predict what is happening at each point in the graph?
What is the relationship between velocity, time and distance traveled for an object in
motion and how does this apply to making a trip in your car when you need to arrive at
a specific time?
What are some examples of real world objects moving in linear (straight line) motion?
What is the relationship between velocity, time and distance traveled for linear motion?
Skills
Concepts
TEKS (Standards)
TEKS Specificity - Intended Outcome
Physics TEKS 4 The student knows and applies the laws governing motion in a
variety of situations. The student is expected to:
(A) generate and interpret graphs and charts describing different types of motion,
including the use of real-time technology such as motion detectors or photo-gates;
(B) describe and analyze motion in one dimension using equations with the
concepts of distance, displacement, speed, average velocity, instantaneous
velocity, and acceleration;
IPC TEKS 4 . The student knows concepts of force and motion evident in
everyday life. The student is expected to:
(A) describe and calculate an object's motion in terms of position, displacement,
speed, and acceleration;
(B) measure and graph distance and speed as a function of time using moving
toys;
Physics TEKS 2 The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:
(E) design and implement investigative procedures, including making
observations, asking well-defined questions, formulating testable hypotheses,
identifying variables, selecting appropriate equipment and technology, and
evaluating numerical answers for reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and
procedures,
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can:
 identify when an object is traveling in a straight line (one dimensional or linear
motion) (4B).
 describe how speed and distance traveled in a given time are related (4B).
 describe how distance and displacement are different (4B)
 describe various types of linear motion, like a ball rolled along the floor, or a rock
thrown straight up into the air. (4B)
 calculate the distance, time or velocity of an object in linear motion (4B)
 draw distance time graphs and describe the motion of the object. (4A)
 design and conduct an investigation involving the motion of an object in one
dimension (2A).
 determine the relationship between distance, time and velocity of various moving
objects (4B).
 manipulate equations to solve for any variable needed (3B).
 apply technology (such as a motion sensor) to explore the speed and distance of a
moving object like a student walking in a straight line (2A).
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions within and outside the classroom.
The student is expected to:
(F) express and interpret relationships symbolically in accordance with accepted
theories to make predictions and solve problems mathematically, including
problems requiring proportional reasoning and graphical vector addition.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 16 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
ELPS 3c – share information in cooperative learning interactions
ELPS 5b – write using newly acquired basic vocabulary and content-based gradelevel vocabulary
 Use prior experiences to expand upon and to learn academic and social vocabulary
related to the concept of motion such as velocity, acceleration and linear motion
(1A,,2C)
 Expresses and shares opinions, ideas, feelings, and information with others
individually or in small groups using appropriate vocabulary (3E,G)
 Journal experiences using complete sentences and newly acquired vocabulary (3G)
 Use a variety of strategies such as learning Logs to assist in pre-reading activities to
gain new vocabulary (4D)
 Create and use labeled illustration to enhance learning of key concepts and
vocabulary (4D)
College Readiness Student Expectations
College Readiness - Intended Outcome
Science Standards
o VIII – C1: Understand the fundamental concepts of kinematics
o II – B1: Carry out formula operations using standard algebraic symbols and
formulae
o II – D1: Use dimensional analysis in problem solving
o
o
o
Identify various forms of linear motion and describe the distance, displacement,
speed, and velocity of moving objects
Calculate average velocity for real-world problems
Draw and interpret graphs of linear motion
Evidence of Learning (Summative Evaluation)
1. Given an object in linear motion and a position versus time graph of that motion, students can identify when the object is moving at constant speed, when it is standing still, and
when it is traveling with the greatest speed at least 80% of the time correctly.
2. Given 2 of the variables in the equation Speed = distance/time, students can manipulate the equation if necessary, substitute the correct given values, and solve for the
remaining variable at least 80% of the time correctly.
3. Given materials and equipment, students can design and conduct an experiment in linear motion to produce and label a position versus time graph at least 80% of the time.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 17 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Linear Motion
CURRICULUM GUIDE
Week 3 – Lesson 1 – Linear Motion (5 days)
Guiding Questions




Essential Pre-requisite Skills
What are some examples of real world objects moving in linear (straight line) motion?
How does speed affect the distance an object can travel in a given amount of time?
How can a position versus time graph describe the motion of an object as its speed varies?
What is the difference between displacement and distance; between speed and velocity?
The student can:
 Define distance and time and give units of measure for both (IPC 4A or 8th
 grade science 8.7A).
 Describe examples of objects moving at different speeds (IPC 4A or 8th
grade science 8.7A)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Throw a ball straight up in the air and catch it as it falls back down. Roll the same ball along
the floor. Does this motion occur in a straight line? What are some other examples of linear
(one dimensional) motion? (A car going down a straight level highway, or a train on straight
level tracks.) (4B)
 Have students walk in a straight line forward and backward. Have them jump straight up. Is
this linear motion? (4B).
 What are some common measures for distance? Miles, feet, meters, kilometers. What
some common measures for time? Minutes, seconds, hours. (2H).
Explore
 Have students explore the relationship between speed, distance and time by walking down
the hall at different speeds and measuring the time it takes to cover a fixed distance (2H)
 Use the Promethean Interactive White Board Flip Chart - “Speed, Velocity, Distance,
Displacement and Acceleration”

 Or use the Active Physics – Sports activity “Running the Race” to explore linear motion
 Or use toys, or rolling balls to measure time and distance traveled along the floor every
second. (2H)
 LTF Module 2 – “Constant Velocity”, p. 42
 Small group discussion of linear motion in real world applications using
“Think -Pair-Share” (4B)
 Modeling linear motion in human body systems (4B)
 Listing and defining common units for measuring time, distance, and
speed in students science journals (4B)
 Exploring linear motion using concrete experiences and hands-on
activities (4B)
 Measuring distance and time accurately using scientific tools (2H)
 Calculating speed for different real world examples of linear motion (3L)
 Graph linear motion with time on the horizontal axis and displacement on
the vertical axis (4A)
 Use the Promethean Interactive White Board Flip Chart - “Velocity and Acceleration”
 Calculate the speed of each trial using Speed = distance/time. What are appropriate units
for speed (meters/s, mi/hr) (4B, IPC 4A)
 What units do we use to measure the speed of our automobiles? (2H)
 Using “position” as the distance from the starting point, graph the motion of one of the above
explorations on a position versus time graph (4A, IPC 4B)
 How does your graph compare with graphs from the other students? (4A, 2J))
 Why are they different or the same? (4A, 2J)
 Give groups of students different position versus time graphs and have them walk to show
the motion described by the graphs (4A, IPC 4B)
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 18 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Explain
 Have students explain what speed represents and how it is calculated.
 Is velocity the same as speed? (Velocity is speed and direction.) (4B, IPC 4B)
 Discuss the difference between distance and displacement (4B)
 How are average speed (calculated) and instantaneous speed (measured at one point in
time) different? What kind of speed does the speedometer on your car measure? (4B)
 Demonstrate how different types of motion are displayed on a position versus time graph.
(zero speed or no motion, high speed, low speed, going backwards). What does the slope of
the graph show? (4A, IPC 4B)
 Compare and contrast different forms of linear motion (4B)
Students work cooperatively in groups to replicate the motion of various
graph
(4A)
 Learn and use appropriate vocabulary in discussing speed, velocity,
distance and displacement - Marzano’s 6 Vocabulary Steps
√ Check for student understanding
What do you do for students who did need additional support?
 Use real life examples to describe motion. For example, when driving from San Antonio to
Houston, how would you find your average speed? How would you know your speed at any
instant on the trip (instantaneous speed). If you drove to Houston and back, what distance
did you travel? What is your displacement from where you started?
 Use web sites to reinforce the meaning of position versus time graphs and how to interpret
them
What do you do for students who master the learning quickly?
Have students employ the reading comprehension process to read “Physics on the Edge –
Time Dilation”, page 66-67 of the textbook and summarize Einstein’s finding about Relativity in
their science journals. How does this compare to the concept of relative motion? Do speed
and velocity of light have different rules than the speed of a moving car?
Elaborate
 How does speed look to different observers? Does the speed of a car going the same way
as the car you are sitting in look and feel different than one going in the opposite direction?
 Use CBLs or PASCO Xplorer to do the “Graph Matching” lab to reinforce what types of
motion look like on a position versus time graph. (4A)
Evaluate
 Have students describe and give examples of distance, displacement, average speed,
instantaneous speed, and velocity. Have them describe the difference between distance
and displacement, speed and velocity in their science journals. (4B)
 Have students calculate average speed, distance and time for real world problems (4B, IPC
4A)
 Interpret position versus time graphs to identify changes in the linear
motion of a moving object (4A)
 Extend linear motion to different reference frames (4B)
 Employ graphing technology to extend student understanding and
application of motion graphs (4A)
 Demonstrate understanding of key concepts and vocabulary (4B)
 Demonstrate application of linear motion equations to real world problems
(4B)
Unit assessment
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 19 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Content Vocabulary:
Vocabulary Card
 distance
 speed
 velocity
 average speed
 instantaneous speed
 displacement
 linear motion
 non-linear motion
Academic Vocabulary:
 Generate
 Interpret
 Analyze
 Calculate
 Implement
 Observe
 Express
Resources for Instruction:
Holt Physics
Chapter 2 (pp. 40-47)
 Section 2.1
Key Formulas:
Average Speed =
distance
Time interval
Laboratories:
Holt Lab Manual
“Motion”, p. T-31
Average velocity
= displacement
Time interval
Laying the Foundation – Module 2 Participant Manual
Holt Technology-Based Lab
“Graph Matching”, p. T-15
Or
PASCO
”Exploration in Physics”, p. 57 “Position Versus Time”
(Match Graph)
Active Physics
- Sports, “Running the Race”, p. S4
d
V
t
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 3c – share information in cooperative learning
interactions
ELPS 5b – write using newly acquired basic vocabulary
and content-based grade-level vocabulary
SAISD © 2010-11 – First Grading Period
ELPS Stems
Speak using a variety of types of sentence stems about measurement or graphing data
Journal using newly acquired vocabulary about _______________
Science - Pre-AP Physics
Page 20 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning (Summative Assessment)
Formative Mini Assessment
Formative Assessment Sample Question
College-Readiness
TAKS Benchmarks
TAKS Released Question
Anticipated Skills for SAT/ACT/College Board
o
o
o
Identify various forms of linear motion and describe the
distance, displacement, speed, and velocity of moving
objects
Calculate average velocity for real-world problems
Draws and interpret graphs of linear motion
Example Problem from College Board
An automobile starts from rest and moves along a straight
road. In the graph below, the position of the automobile
from its starting point is given as a function of time.
Answer – B
Additional TAKS Questions
During which interval is the automobile stationary?
Answer - G
Answer - BC
During which interval does the automobile have its
maximum forward speed?
Answer - CD
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 21 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Accelerated Motion and Free Fall
CURRICULUM OVERVIEW
First Grading Period – Weeks 4 & 5 (10 days)
Enduring Understandings (Big Ideas)
Unit Rationale
When the velocity of an object changes the object is accelerating. This acceleration can
result from an increasing or decreasing speed or a change in the direction of motion.
Forces cause acceleration.
Students need to understand that most real world motion of objects includes changes in
speed or direction so most real world objects experience acceleration, not constant
linear motion.
Essential Questions
Guiding Questions
What is happening to an object when it is accelerating and how can you identify the type
of acceleration from a velocity versus time graph?
What is the relationship between acceleration, time and velocity for an object in motion
and how does this apply to changing the speed of you car when driving along a street
with many stops?
What are some real world examples of objects experiencing various forms of
acceleration?
What is “free fall” and what force or forces are acting on a falling object?
Concepts
TEKS (Standards)
TEKS Specificity - Intended Outcome
Physics TEKS 4 The student knows and applies the laws governing motion in a
variety of situations. The student is expected to:
(A) generate and interpret graphs and charts describing different types of motion,
including the use of real-time technology such as motion detectors or photo-gates;
(B) describe and analyze motion in one dimension using equations with the
concepts of distance, displacement, speed, average velocity, instantaneous velocity,
and acceleration;
IPC TEKS 4 The student knows concepts of force and motion evident in everyday
life. The student is expected to:
(A) describe and calculate an object's motion in terms of position, displacement,
speed, and acceleration;
(B) measure and graph distance and speed as a function of time using moving
toys;
SAISD © 2010-11 – First Grading Period
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can:
 identify when an object is accelerating because of a change in speeding (going
faster or slower) (4B).
 identify when an object is accelerating because of a change in the direction it is
traveling (4B).
 describe how distance and displacement are different (4B)
 describe various types of acceleration like a car speeding up, slowing down, or
turning a corner. (4B)
 calculate the acceleration of an object over a given time period (3F)
 draw velocity versus time graphs and describe the acceleration of the object. (4A)
 describe the acceleration that results from the force of gravity on objects (4B)
Science - Pre-AP Physics
Page 22 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Skills
 design and conduct an investigation involving the motion of an object that is
accelerating (2E).
 define the relationship between velocity, time and acceleration of various moving
objects (4B).
 manipulate equations to solve for any variable needed (3F).
 apply technology (such as a motion sensor) to explore the acceleration a moving
object like a ball dropping to the ground (2F).
Physics TEKS 2 Scientific processes. The student uses a systematic approach to
answer scientific laboratory and field investigative questions. The student is
expected to:
(E) design and implement investigative procedures, including making observations,
asking well-defined questions, formulating testable hypotheses, identifying variables,
selecting appropriate equipment and technology, and evaluating numerical answers
for reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and
procedures,
Physics TEKS 3 The student uses critical thinking,
scientific reasoning, and problem solving to make informed decisions within and
outside the classroom. The student is expected to:
(F) express and interpret relationships symbolically in accordance with accepted
theories to make predictions and solve problems mathematically, including problems
requiring proportional reasoning and graphical vector addition.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
 Create a personalized academic and social vocabulary related to the concept of
free fall (2C)
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
ELPS 3c – share information in cooperative learning interactions
ELPS 5b – write using newly acquired basic vocabulary and content-based gradelevel vocabulary
 Expresses orally, opinions, ideas, feelings, and information with others in small
group settings using newly acquired vocabulary (3D,E)
 Participate in a discussion about acceleration caused by gravity (4G)
 Create and use labeled illustration to enhance learning of key concepts and
vocabulary (4D)
 Journal experiences using complete sentences and newly acquired vocabulary
(5B)
College Readiness Student Expectations
College Readiness - Intended Outcome
Science Standards
o VIII – C1: Understand the fundamental concepts of kinematics
o II – B1: Carry out formula operations using standard algebraic symbols and
formulae
o II – D1: Use dimensional analysis in problem solving
o
o
o
o
Identify various examples of objects in the real-world experiencing acceleration due
to a change in speed or a change in direction
Calculate average acceleration for real-world problems
Draw and interpret graphs of velocity versus time for linear motion
Describe how falling objects accelerate due to the force of gravity
Evidence of Learning (Summative Evaluation)
1. Given an object that is accelerating and a velocity versus time graph of that motion, students can identify when the object is speeding up, slowing down, or moving at constant
speed at least 80% of the time correctly.
2. Given 2 of the variables in the equation Acceleration = change in velocity/time, students can manipulate the equation if necessary, substitute the correct given values, and solve
for the remaining variable at least 80% of the time correctly.
3.Given materials and equipment, students can design and conduct an experiment in accelerated motion to produce and label a velocity versus time graph at least 80% of the time.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 23 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Pre-AP Physics
Unit of Study: Acceleration and Free Fall
CURRICULUM GUIDE
Week 4 – Lesson 1 – Acceleration (5 days)
Guiding Questions
Essential Pre-requisite Skills
 In what ways can the velocity of an object change resulting in acceleration?
 What happens to the distance an object travels each second as the object accelerates
(either speeding up or slowing down)?
 What can a velocity versus time graph illustrate about the acceleration of an object as its
velocity varies?
 What are some real world examples of objects experiencing various forms of acceleration?
The student can:
 Define distance and time and give units of measure for both (Physics 4B or
IPC 4A) or 6th grade science (6.6A)).
 Describe examples of objects moving at different speeds (IPC 4A)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Use a windup toy to show an object accelerating (speeding up), then a push toy to show
one decelerating (slowing down). Twirl a rock on the end of a string twirling to show
change in direction. All of these are examples of acceleration – changes in velocity (4B)
 Have students give other examples of real world changes in velocity (like a car speeding
up, slowing down, or going around a curve) (4B).
 What are some examples of non-acceleration or constant velocity?
 Discuss in pairs and then demonstrate acceleration in real world
applications (like cars) (4B)
 List the different ways that an object can experience acceleration (4B)
 Identify examples of non-acceleration or constant velocity (4B)
 Explore accelerated motion using concrete experiences (4B)
Explore
 Have students explore the relationship between changing velocity and time using the
Active Physics – Sports activity “Acceleration” (2E)
 Or by using toys that speed up or slow down after released (2F)
 LTF Physics Module 2 – ‘Constantly Changing Velocity”, p. 61
 Experience calculating the amount of acceleration when velocity changes
over time (2L)
Use your science journal to define in your own words what m/s2 really
means in terms of a moving object (4B)
 Use the Promethean Interactive White Board Flip Chart - “Acceleration”
 Calculate the acceleration of real world objects given their change in velocity and the time
during which the velocity changed - Acceleration = change in velocity/ change in time.
What are appropriate units for acceleration (meters/s/s, mi/hr/s) (2L).
 Given data for an object that changes it’s velocity over time, construct and velocity versus
time graph (4A).
 How does the acceleration of the object change over time? (4A)
Explain
 Have students explain what acceleration represents and how it is calculated. How can
you tell if an object is experiencing acceleration?(4B)
 Discuss the difference between change in speed and change in direction
 What do the units m/s/s or m/s2 mean? (4B, 2H))
 Demonstrate how different types of motion are displayed on a velocity versus time graph
(constant velocity, increasing velocity, decreasing velocity). (4A) What does the slope of
the graph show?
SAISD © 2010-11 – First Grading Period
 Graph accelerated motion with time on the horizontal axis and velocity on
the vertical axis (4A)
 Analyze and describe the motion that a velocity versus time graph shows
(4B)
 Compare and contrast constant velocity with changing velocity or
accelerating motion (4B)
 Explain how a velocity versus time graph differs from a position versus
time graph (4A)
Science - Pre-AP Physics
Page 24 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
√ Check for student understanding
What do you do for students who need more support?
 Use real life examples to describe acceleration. If the speed or direction of an object is
not changing, then the object is not accelerating. If no forces are acting on the object,
than it can’t be accelerating.
 Demonstrate acceleration by pushing a student in a chair with wheels to make him or her
go faster or slower.
 Access the web site Acceleration to demonstrate the concept.
What do you do for students who master the learning quickly?
 Give the students various velocities versus time graphs and have them interpret the
different types of motion displayed. Describe real world examples of motion, and have
them construct the graphs.
Elaborate
 Use CBLs or PASCO Explorer to do the “Graph Matching” lab again this time to reinforce
what different types of accelerated motion look like on a position versus time graph or a
velocity versus time graph (4A)
 Or use the Holt Technology-Based lab to further explore “Acceleration” (4A)
 Present other forms of motion equations that include acceleration as a variable to solve
for distance, time, initial and final velocity (4A, 2L))
Evaluate
 Have students describe and give examples of real world objects that are experiencing
acceleration. Does the space shuttle accelerate? Does an airplane accelerate when
taking off or when landing? Does a falling object accelerate? (4B)
 Use real world problems to practice the application of accelerated motion (4B)
 Employ technology to extend student understanding and application of
motion graphs (4A)
 Demonstrate understanding of key concepts and vocabulary (4B)
 Demonstrate real world application of accelerated and non-accelerated
motion (4B)
 Use the Speed and Acceleration Foldable to review these important
concepts
(4B)
 Make real world application of the formulas associated with accelerated
motion (4B)
Assessment
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 Uniform acceleration
 Average acceleration
 Constant velocity
Academic Vocabulary:
 Generate
 Interpret
 Analyze
 Calculate
 Implement
 Observe
 Express
Resources for Instruction:
Holt Physics
Chapter 2 (pp. 48-59)
 Section 2.2
Key Formulas:
Laying the Foundation – Module 2 Participant Manual
For Uniform Acceleration
Laboratories:
Average Velocity = Vi + Vf
2
Holt Lab Manual
“Motion”, p. T-31
Acceleration = Change in Velocity = Vfinal - Vinitial
Time interval
Δt
Acceleration = Vf - Vi
tf - ti
Holt Technology-Based Lab
“Acceleration”, p. T-19
Textbook
“Measuring Time and Motion”, pp. 76-81
final velocity = Vi + a Δt
displacement = ½ (Vi + Vf) Δt
Active Physics
Sports – “Acceleration”, p. 22
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 25 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 3c – share information in cooperative learning
interactions
ELPS Stems
Speak using a variety of types of sentences about the acceleration of various moving objects.
Evidence of Learning (Summative Assessment)
Formative Mini Assessment
College-Readiness
TAKS Benchmarks
Anticipated Skills for SAT/ACT/College Board
o
Formative Assessment Sample Question
TAKS Released Question
o
o
Identify various examples of objects in the real-world
experiencing acceleration due to a change in speed
or a change in direction
Calculate average acceleration for real-world
problems
Draw and interpret graphs of velocity versus time for
linear motion
Example Problem from College Board
Answer - J
Additional TAKS Questions
A block is pulled along a horizontal surface with a
constant horizontal force of magnitude F. The surface
exerts a frictional force of constant magnitude f on the
block. The graph of speed as a function of time t for the
block is shown above.
Which of the following shows the graph of acceleration a
as a function of time t for the block?
Answer - H
SAISD © 2010-11 – First Grading Period
Top of Form
Science - Pre-AP Physics
Page 26 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Answer - B
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 27 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Acceleration and Free Fall
CURRICULUM GUIDE
Week 5 – Lesson 2 – Free Fall (5 days)
Guiding Questions




Essential Pre-requisite Skills
What is “free fall” and what force or forces are acting on a falling object?
How does the velocity of a falling object change over time?
How does the distance an object falls each second change over time?
What causes a falling object to reach “terminal velocity”?
The student can:
 Define distance, displacement, speed, velocity, and acceleration and give units
of measure for each of these concepts (Physics 4B or IPC 4A).
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Drop a large object onto the desk or floor. What caused the object to fall? Did it fall
at constant speed or did it accelerate?(4B)
 Define “free fall” – object falling only under the influence of gravity (other forces like
air resistance are ignored). Have students give other examples of free falling objects.
(4B).
 Can air resistance always be ignored?(3A)
 Show the video clip The Feather and Hammer
Explore
 Have students explore free falling objects using objects of similar shape and size but
made of different materials (like balls made of metal, wood, cork, etc). Do they all fall
at the same rate? (4B)
 Have them explore falling objects using dissimilar objects like feathers, paper, rocks,
etc. Do they all fall at the same rate? Does air resistance affect some objects or
shapes more than others? (2E)
 Have students throw a small object up into the air. Does gravity work on it the same
way it works on falling objects? Is this also “free fall”? (2E)
 LTF Physics Module 2 – “Ticker Tape Timer, p. 84

Use the Promethean Interactive White Board Flip Chart - “Gravity, Free Fall,
Galileo and Aristotle”
Explain
 Have students explain what causes objects to accelerate when they fall or when they
rise. Does this also affect us when we jump up? (3A)
 Discuss again the calculation for acceleration (a = v/t). If the acceleration due to
gravity is uniform or constant, does the velocity increase or decrease the same for
each second the object is in the air?(4B)
 Why do some objects fall at different speeds than others? Discuss the concept of
terminal velocity and show how a feather reaches terminal velocity sooner than a
tennis ball or rock. Show the Video clip Terminal Velocity. What affects the feather
more than the rock or ball? What if there was not air resistance? Show the video clip
The Hammer and Feather again to demonstrate acceleration without air resistance.
(4B)
SAISD © 2010-11 – First Grading Period
 Discuss and demonstrate acceleration due to gravity for free falling objects (4B)
 Compare free fall to other types of acceleration they have experienced (4B)
Reflect in their science journals about the video clip “Feather and
Hammer”. How does free fall on the moon compare with that on the
Earth? Is the value of “g” the same as on the Earth? (4B)
 Experience free fall for various real world objects and compare the effect of
gravity and air resistance on falling objects. (4B)
 List objects that fall at different terminal velocities in their science journal. (4B)
 Practice calculating the acceleration of falling objects. (2A)
 Compare the rate of acceleration for falling objects on the Earth with that on the
Moon or Jupiter (4B)
 Describe how a velocity versus time graph would look for a falling object that
reaches it’s terminal velocity (4B)
Science - Pre-AP Physics
Page 28 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Demonstrate how different types of motion are displayed on a velocity versus time
graph. (constant velocity, increasing velocity, decreasing velocity). (4A)
√ Check for student understanding
What do you do for students who need additional support?
 Use the reading process and the Active Physics – Transportation article “What is Free
Fall”, p. T-121 to reinforce the science concepts taught in this lesson. Use real life
examples (dropping a rock, jumping out of an airplane) to make concrete connections
with the science content.
What do you do for students who master the learning quickly?
 Have students use CBL technology to reinforce and extend concepts addressed
during the lesson such as Vernier Technology – Physics with Calculators, “Picket
Fence Free Fall”, p. 5-1
Elaborate
 Have students read the Active Physics – Transportation article “What is Free Fall” and
summarize the article in their science journals. (3A)
 Use CBLs or PASCO Explorer and motion detectors to graph the motion of a falling
basketball. (4A)
 Discuss how the acceleration due to gravity would be different on the moon, or on the
planet Jupiter. (4B)
Evaluate
 Have students describe and give examples of real world objects that are experiencing
free fall (acceleration due to gravity). Have them discuss how a sky diver experience
free fall. Does the terminal velocity of a sky diver change when he opens his
parachute? (4B)
 Use the reading comprehension process to read and summarize the article “What
is Free Fall” (4B)
 Employ technology to visualize free fall for a large object like a basketball (4B
 Describe real world application of the acceleration due to gravity (4B)
 Unit Assessment
 Use the Promethean Interactive White Board Flip Chart - “Project Free Fall”
Refer back to the Guiding Questions to assess students' knowledge of
lesson/concept
Content Vocabulary:
Vocabulary Card
 Free Fall
 Gravitational Force
 Gravitational Acceleration (g)
Academic Vocabulary:
 Generate
 Interpret
 Analyze
 Calculate
 Implement
 Observe
 Express
Resources for Instruction:
Holt Physics
Chapter 2 (pp. 60-65)
 Section 2.3
Laying the Foundation – Module 2
Participant Manual
Key Formulas:
Vertical velocity = g t
Vertical distance = ½ g t2
Laboratories:
Holt Lab Manual
“Motion”, p. T-31
Holt Technology-Based Lab
“Acceleration”, p. T-19
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 29 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Textbook
“Measuring Time and Motion”, pp.
76-81
Active Physics
Transportation – “What is Free Fall”,
p. T-121
VernierTechnology – Physics with
Calculators, “Picket Fence Free
Fall”, p. 5-1
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 5b – write using newly acquired basic vocabulary and content-based grade-level
vocabulary
ELPS Stems
Journal using newly acquired vocabulary about the motion of objects experiencing
“free fall”.
Evidence of Learning (Summative Assessment)
Formative Mini Assessment
Formative Assessment Sample Question
2 A student throws a rock straight upward from the
ground. It takes 2 seconds for the rock to reach its
maximum height. Approximately how fast will the rock
be traveling when it falls back to the ground (assume no
air resistance)?
F
G
H
J
College-Readiness
TAKS Benchmarks
TAKS Released Question
Anticipated Skills for SAT/ACT/College Board
o
None
o
o
o
15m/s
20m/s
25m/s
30m/s
Identify various examples of objects in the real-world
experiencing acceleration due to a change in speed
or a change in direction
Calculate average acceleration for real-world
problems
Draw and interpret graphs of velocity versus time for
linear motion
Describe how falling objects accelerate due to the
force of gravity
Example Problem from College Board
A skydiver has been in the air long enough to be falling at
a constant terminal speed of 50 meters per second. How
much farther will the skydiver fall in the next 2.0 seconds?
Answer - G
A
B
C
D
120 m
19.6 m
50 m
100 m
Answer - D
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 30 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Vector Operations
CURRICULUM OVERVIEW
First Grading Period – Week 6 (5 days)
Enduring Understandings (Big Ideas)
Unit Rationale
Some measurements (like force and velocity) require both size and direction to
determine their effect on an object, while others (like mass) only require size or
magnitude. Since most real world motion does not always happen in a straight line,
vector operations are required to analyze non-linear motion.
To solve more complex real world problems (like projectile motion) requires the
application of vector operations to combine vectors or resolve them into components
that include both magnitude and direction.
Essential Questions
Guiding Questions
Why is it important to consider direction and magnitude for some quantities while not for
others?
How can multiple vector quantities (like forces) be combine to find one total force using
graphical and mathematical methods?
What are some real world quantities that are vectors (require both magnitude and
direction)?
How can you draw two vectors so that they can be added or subtracted graphically to
find their resultant vector?
What are some examples of objects that can be considered projectiles and how is the
motion determined?
TEKS Specificity - Intended Outcome
Skills
Concepts
TEKS (Standards)
Physics TEKS 2 The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:
(E) design and implement investigative procedures, including making observations,
asking well-defined questions, formulating testable hypotheses, identifying variables,
selecting appropriate equipment and technology, and evaluating numerical answers
for reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and
procedures,
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions within and outside the classroom. The
student is expected to:
(F) express and interpret relationships symbolically in accordance with accepted
theories to make predictions and solve problems mathematically, including problems
requiring proportional reasoning and graphical vector addition.
SAISD © 2010-11 – First Grading Period
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can:
 identify scalar and vector quantities (3F).
 draw vectors to show their magnitude and direction (3F)
 graphically add and subtract vectors to find the resultant vector (3B)
 use the Pythagorean theorem to add two perpendicular vectors mathematically to
find the resultant vector (3F).
 use sine, cosine, and tangent functions to find the direction of a resultant vector
(3F).
 resolve a vector into it’s two perpendicular components (3F)
Science - Pre-AP Physics
Page 31 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS 3c – share information in cooperative learning
interactions
ELPS 5b – write using newly acquired basic vocabulary and
content-based grade-level vocabulary
College Readiness Student Expectations
Science Standards
o VIII – B1: Understand how vectors are used to
represent physical quantities
o VII – B2: Demonstrate knowledge of vector mathematics
using a graphical representation
o VII – B2: Demonstrate knowledge of vector mathematics
using a numerical representation
o II – C1: Understand simple vectors, vector notations,
and vector diagrams, and carry out simple calculations
involving vectors

Expresses orally, opinions, ideas, feelings, and information with others in small group settings using
newly acquired vocabulary regarding vectors (3D,E)

Create and use labeled vector diagrams to enhance learning of key concepts and vocabulary (4D)

Journal experiences using complete sentences and newly acquired vocabulary (5B)
College Readiness - Intended Outcome
o
o
o
o
Identify examples of scalar and vector quantities used in the study of physics and describe why direction is
important for certain measurements
Graphically draw two vectors to find the resultant vector
Mathematically combine vectors to find the resultant vector
Mathematically resolve a vector into two perpendicular components
Evidence of Learning (Summative Evaluation)
1. Given two perpendicular vectors, students can graphically and mathematically combine them into a resultant vector with the correct magnitude and direction at least 80% of the
time.
2. Given a vector quantity (like force) students can graphically resolve the vector into two perpendicular components at least 80% of the time correctly.
3. Given a list of quantities (like speed, velocity, mass, force, etc.) students can correctly identify which are scalar and which are vector quantities at least 80% of the time.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 32 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Vector Operations
Week 6 – Lesson 1 – Drawing and Adding Vectors Graphically (2 days)
Guiding Questions
 What are some real world quantities that are scalars (only require magnitude)?
 What are some real world quantities that are vectors (require both magnitude and direction)?
 How can you draw two vectors so that they can be added or subtracted graphically to find their
resultant vector?
 How can you mathematically add two vectors that are in the same or opposite directions?
 How would multiple vectors be combined to show their equivalent affect?
CURRICULUM GUIDE
Essential Pre-requisite Skills
The student can:
 Define distance, displacement, speed, and velocity (8.7A, IPC 4A,
Physics 4B)
 Pythagorean theorem (Geometry)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Have two students push on a desk in the same direction. How do you find the total force on the
desk? Have the students push with the same for but in opposite directions. How do you find
the total force on the desk now? Does it matter which way the students push or only how hard?
(3A)
 Some quantities (like force) are called vectors because both the magnitude and the direction
matter. Other quantities (like mass) are scalars because only the magnitude matters – Scalars
and Vectors (3F)
 Have a student walk all the way around the perimeter of the room. How would you find the
distance he traveled? Does the direction he walked matter when measuring the distance he
traveled? Is distance a scalar or vector quantity? (3F).
 What is the student’s displacement from his starting point after he walks all the way around the
room?
 What are some other quantities where direction does not matter (scalars)? (Time, speed)
What are some other quantities where direction does matter? (Velocity, acceleration) (3F).
 Discuss why direction matters when a force is applied to an object (3F)
 Discuss why direction does not matter when measuring the distance
between two points (3F)
 List common scalar quantities and common vector quantities in your
science journal (3F)
 Use a protractor and ruler to accurately draw vectors to scale (3F)
 Graphically add vectors using a protractor and ruler (3F)
 Discuss the mathematical applications for adding and subtracting vectors
and when addition and subtraction can be used (3F)
Compare and contrast in your science journals the following
scalars and vectors: distance and displacement, speed and
velocity, mass and force (3F)
Explore
 Have students explore the addition of vectors in the same direction and opposite directions
(linear) using simple addition and subtraction. (3F)
 Have students draw vectors that represent magnitude and direction for various vector
quantities. (3F)
 Can two such vectors be added or subtracted graphically and how? Demonstrate the graphical
addition of two vectors that are linear (same and opposite directions) (3F)
 Demonstrate the graphical addition of two vectors that are not linear using a protractor to draw
the vectors and a ruler to measure the resultant vector (3F)
 Explore graphical addition of vectors by having students walk fixed distances in given directions
(North, East, South and West) for several trials. Then have them measure the length of the
resultant vector from the starting point to the ending point. (3F).
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 33 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Explain
 Have students explain why perpendicular vectors cannot just be added or subtracted. (3F)
 Why is velocity a vector and speed a scalar? (Velocity is speed and direction.) (3F)
 How is displacement a vector and distance a scalar? (Displacement is distance and direction)
(3F)
√ Check for student understanding
What do you do for students who need more support?
 Describe how forces can add or subtract (cancel) using a Tug of War game. When you add
another person to one side of the rope, what happens to the total (resultant) force? Helps
students visualize why the amount of force and the direction the person pulls makes a
difference in Tug of War.
 Use the web site Introduction to Vectors to help students understand why vectors are used in
Physics
What do you do for students who master the learning quickly?
 Have students graphically add multiple vectors that are not perpendicular to determine the
resultant vector using graphical means.
Elaborate
 Practice the addition of various vector quantities (Velocity, Force) using graphical methods to
find the resultant vector. (3B)
 Use real world problems that require vector resolution (such as finding the resultant
 force when many forces are acting on an object) (3B)
Evaluate
 Have students list examples of scalar and vector quantities in their science journals (3F)
 Have students add and subtract linear vectors both mathematically and graphically (3F)
 Have students calculate average speed for real world problems (4B, IPC 4B)
 Compare and contrast in your science journals the following scalars and
vectors: distance and displacement, speed and velocity, mass and force
(3F)
 Demonstrate understanding of key concepts and vocabulary (3F)
 Demonstrate application of scalars and vectors to real world problems
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 scalar
 vector
 resultant
 components
Academic Vocabulary:
 Implement
 Formulate
 Quantitative
 Express
 Symbolically
SAISD © 2010-11 – First Grading Period
Resources for Instruction:
Holt Physics
Chapter 3 (pp. 84-87)
 Section 3.1
Laboratories:
Holt Lab Manual
“Vector Treasure Hunt”, p. T-36
Science - Pre-AP Physics
Page 34 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS Stems
Use what you know about geometry to predict the meaning of the word “resultant”.
Evidence of Learning (Summative Evaluation)
Formative Mini Assessment
College-Readiness
TAKS Benchmarks
Formative Assessment Sample Question
TAKS Released Question
None
None
Anticipated Skills for SAT/ACT/College Board
o
o
Identify examples of scalar and vector quantities used
in the study of physics and describe why direction is
important for certain measurements
Graphically draw two vectors to find the resultant
vector
Example Problem from College Board
Not Tested
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 35 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Vector Operations
CURRICULUM GUIDE
Week 6 – Lesson 2 – Mathematical Vectors Operations (4 days)
Guiding Questions
 How can you mathematically add two vectors at right angles to find their resultant
vector?
 How can you mathematically resolve a vector into its two perpendicular components?
 Why can’t all vectors just be added like numbers?
Essential Pre-requisite Skills
The student can:
 describe scalar and vector quantities (3B)
 add and subtract linear vectors (Physics 3B)
 combine vectors graphically (Physics 3B)
 apply the Pythagorean Theorem to real world problems (Geometry)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can..
5E Model of Instruction
Engage
 Demonstrate how to graphically find a resultant vector for two perpendicular vectors.
What geometric shape does this form? Is the resultant vector the same as the
hypotenuse of the triangle? Is there another way to find the hypotenuse of a triangle if
you know the two sides? (3F)
 Review the use of the Pythagorean Theorem to find the hypotenuse of a right triangle.
If the length of the side of the triangle is the vectors magnitude, how can we find its
direction? (3F).
Explore
 Explore the use of trigonometric functions to find the measure of an angle in a right
triangle. (Sine, Cosine, and Tangent functions) (3F)
 Combine the Pythagorean Theorem and the Tangent function to find the resultant
vector for two perpendicular vectors (length = magnitude, and angel measurement =
direction) (3F)
 Explore resolving a vector into its two perpendicular components using the Sine and
Cosine functions (3F).
Explain
 Have students describe the steps needed to find the magnitude and direction of a
resultant vector? What does this new vector represent? (3F)
 Have students describe the steps needed to resolve a vector into two perpendicular
components. What do these two new vectors represent? (3F)
 How are the two processes related? (3F)
 Discuss and review right triangles and the Pythagorean Theorem for find a
missing side. (3F)
 Review the Cosine, Sine and Tangent functions including the use of the
calculator (3F)
 Apply the Pythagorean Theorem and trig functions to vector operations (3F)
Record the steps involved in vector operations in your science journal. (3F)
 Record the steps involved in vector operations in your science journal. (3F)
 Describe in your own words what it means to add two vectors; to resolve a
vector into two components. (3F)

 Discus other ways that vectors are used in real world applications (3F)

Display proficiency in using vector operations to solve real world problems.
(3F)
√ Check for student understanding
What do you do for students who need additional support?
 Use the web site Components of Vectors to help students see the relationship between
the components and the resultant vector.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 36 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
What do you do for students who master the learning quickly?
 How could students use their knowledge of vectors to find the height of a tree without
leaving the ground? Stand away from the tree and measure the angle from the ground
to the top of the tree with a protractor. Now measure the distance to the base of the
tree. Use the Tangent function to find the height of the tree.
 Or have students learn how to add non-perpendicular vectors algebraically as well as
graphically.
Elaborate
 Use a real world example of vectors, such as an airplane flying East with a crosswind
from the north, to connect the concepts of adding vectors to find the resultant (actual
path and speed of the airplane) (3F)
Evaluate
 Have students find the resultant vector for different types of vector quantities (force,
velocity, acceleration) (3F)
 Have students resolve vectors into perpendicular components in preparation for solving
projective problems. (3F)
 Unit assessment
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 scalar
 vector
 resultant
 components
 Pythagorean Theorem
 trigonometry
 sine
 cosine
 tangent
Academic Vocabulary:
 Implement
 Formulate
 Quantitative
 Express
 Symbolically
Resources for Instruction:
Key Formulas:
Holt Physics
Chapter 3 (pp. 88-94)
 Section 3.2
c2 = a2 + b2
ELPS Language Objectives
ELPS 3c – share information in
cooperative learning interactions
ELPS Stems
Speak using a variety of sentence type about the use of vectors to add two forces together.
Tan θ= opposite
adjacent
Laboratories:
Holt Lab Manual
“Vector Treasure Hunt”, p. T-36
Θ= tan-1 (opposite)
Adjacent
d = √Δx2 + Δy2
English Language Proficiency Standards (ELPS)
Evidence of Learning (Summative Evaluation)
Formative Mini Assessment
Formative Assessment Sample Question
College-Readiness
TAKS Benchmarks
Anticipated Skills for SAT/ACT/College Board
TAKS Released Question
o
None
o
None
Mathematically combine vectors to find the resultant
vector
Mathematically resolve a vector into two
perpendicular components
Example Problem from College Board
None
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 37 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Projectile Motion
CURRICULUM OVERVIEW
First Grading Period – Week 7 (5 days)
Enduring Understandings (Big Ideas)
Unit Rationale
Some motion occurs in more than one dimension at the same time (like up and forward
in a curved path). Such complex (two dimensional) motion can be analyzed using
combinations of one-dimensional motion.
For students to understand and calculate the motion of an object in two dimensions
requires applying the same equations used in the simplest form of motion (one
dimensional or linear motion).
Essential Questions
Guiding Questions
How is an object traveling through the air affected by gravity and how does this impact
the time of flight and distance traveled?
What are some examples of objects that can be considered projectiles and how is the
motion determined?
What are some real world examples of projectiles in motion?
What shape does a projectile follow and what forces act on the projectile as it moves
through the air?
Skills
Concepts
TEKS (Standards)
TEKS Specificity - Intended Outcome
Physics TEKS 4 The student knows and applies the laws governing motion in a
variety of situations. The student is expected to:
(A) generate and interpret graphs and charts describing different types of motion,
including the use of real-time technology such as motion detectors or photo-gates;
(C) analyze and describe accelerated motion in two dimensions using equations,
including projectile and circular examples
Physics TEKS 2 The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:
(E) design and implement investigative procedures, including making observations,
asking well-defined questions, formulating testable hypotheses, identifying variables,
selecting appropriate equipment and technology, and evaluating numerical answers
for reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and
procedures,
” I CAN” statements highlighted in yellow and italicized should be displayed for
students.
I can:
 identify when an object is traveling in a non-linear (two dimensional) path (4C).
 describe how speed and distance traveled in a given time are related for objects
moving through the air (IPC 4B).
 describe how and when air resistance can be ignored (4B)
 describe various types of two dimensional motion, like a ball thrown through the air
so that it moves up and forward at the same time. (4B)
 calculate the height, horizontal distance, time or velocity of an object in non-linear
motion (4C)
 draw the trajectory of a projectile and identify how the vertical and horizontal speeds
change over time. (4C)
 design and conduct an investigation involving an object in non-linear motion (2E).
 determine the relationship between height, distance, time and velocity of various
projectiles (4C).
 manipulate equations to solve for any variable needed (3F).
 apply technology (such as a motion sensor) to explore the speed and distance of a
moving object like a student walking in a straight line (2F)
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions within and outside the classroom. The
student is expected to:
(F) express and interpret relationships symbolically in accordance with accepted
theories to make predictions and solve problems mathematically, including problems
requiring proportional reasoning and graphical vector addition.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 38 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
ELPS 3c – share information in cooperative learning interactions
ELPS 5b – write using newly acquired basic vocabulary and content-based gradelevel vocabulary

Expresses orally, opinions, ideas, feelings, and information with others in small
group settings using newly acquired vocabulary (3D,E)

Participate in a discussion about projectile motion and the effect of gravity on
the motion of projectiles (4G)
Create and use labeled illustration to enhance learning of key concepts and
vocabulary (4D)
Journal experiences using complete sentences and newly acquired vocabulary
(5B)


College Readiness Student Expectations
College Readiness - Intended Outcome
Science Standards
o VIII – B1: Understand how vectors are used to represent physical quantities
o VIII – B2: Demonstrate knowledge of vector mathematics using a numerical
representation
o VIII – C1: Understand the fundamental concepts of kinematics
o II – C1: Understand simple vectors, vector notations, and vector diagrams, and
carry out simple calculations involving vectors
o
o
o
o
Identify examples of two dimensional motion and how it compares to linear motion
Mathematically combine vectors to find the resultant force or velocity for real-world
problems
Apply vector mathematics to find the vertical and horizontal speed of a projectile
Use vector calculations to determine the height and distance of an object in
projectile motion
Evidence of Learning (Summative Evaluation)
1. Given an object in projectile motion, the students can describe the changes in height, distance, horizontal and vertical velocity at key points in the trajectory at least 80% of the
time correctly.
2. Given different angles of launch, students can predict the trajectory and calculate the horizontal and vertical velocity of the projectile at least 80% of the time.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 39 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Projectile Motion
CURRICULUM GUIDE
Week 7 – Lesson 1 – Projectile Motion (5 days)
Guiding Questions
Essential Pre-requisite Skills
 What are some real world examples of projectiles in motion?
 What shape does a projectile follow and what forces act on the projectile as it moves
through the air?
 How does the force of gravity affect the velocity of a projectile?
 How does the angle of launch affect the height and distance that a projectile travels?
The student can:
 define distance and time and give units of measure for both (IPC 4A or 8th
 grade science 8.7A).
 describe examples of objects moving at different speeds (IPC 4A or 8th grade
science 8.7A)
 use vector analysis to solve for the components and resultant vector for a right
triangle (Physics 2B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Throw a ball straight up in the air and catch it as it falls back down. Why is this
considered linear motion? Roll the same ball along the floor. Again, why is this
linear motion?
 Now throw the ball upward at an angle so that if follows a parabolic path. Is this
linear motion? Is the ball moving in one or two dimensions at the same time?
 Define projectile motion (objects launched into the air with only gravity acting on
them). What are some other examples of objects traveling in projective motion?
 View the video clip Horizontally Launched Projectiles and discuss real world
projectiles (4C)
Explore
 Have students explore projectile motion using Active Physics, Sports, “Projectile
Motion”, p. S34 (2E)
 Or using the Holt Technology-Base lab, “Projectile Motion”, p. T25 (2E)
 Or using the Holt Lab Manual, “The Path of the Human Cannon Ball”, p. T38 (2E)
 Discuss the two components of projective motion, horizontal and vertical. Which
motion does gravity affect? Which motion has constant velocity? Why? (4C)
 For a ball rolling off a table (projectiles launched horizontally), find the time of flight
and calculate the velocity and distance traveled for each component using linear
motion equations. How are these two calculations different? Use the web site
Horizontally Launched Projectiles to demonstrate this type of motion. (4C).
 Explore the effect of angle of launch on projectile motion. How does a golfer
choose which club to use and why? Does the angel of launch affect the distance
and height of the golf ball? (4C)
 Explore the motion of projectiles using the video Trajectories and Weightlessness
(4C)
SAISD © 2010-11 – First Grading Period
 Review and discuss linear motion and examples of linear motion (4B)
 Discuss linear motion and projectile motion (how they are different and the same)
(4B, 4C)
 Discuss in groups real world examples of projectile motion and how gravity is the
only force acting on these objects. (4C)
Work in cooperative groups to Investigate the various forms of
projectile motion (4C)
 Define horizontal and vertical components in their own words in their science journals
(4C)
Reflect in their science content journals the finding of their investigations
into projectile motion (3C)
 Compare and contrast horizontally launched projectiles and projectiles launched at
an angle to highlight their similarities and differences. (4C)
 What parts of a trajectory are affected by launch angle? What angle gives the most
distance (range) How is this reflected in punting a football down the field? (4C)
Science - Pre-AP Physics
Page 40 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Explain
 Discuss different real world examples of projectiles launched horizontally and at an
angle. (Foot ball punter, golf ball, water from a water fountain, ball rolling off a
table, water flowing over a dam) (4C)
 Show the video clip Rifle and the Bullet to show the rate at which projectiles fall is
the same in the Earth’s gravitational field (4C)
 Discuss how the velocity components change or stay constant throughout the
entire motion of a projectile. Use the web site How Velocity Varies in Projectile
Motion to reinforce these concepts (4C)
 Describe the process for analyzing the motion of projectiles that are launched
horizontally and those launched at an angle (4C)
 Describe how vector operations are used to analyze projectile motion and apply
vector operations to various projectile problems. (4C)
 Record your observations about falling objects in your science journal. Do all objects
fall at the same rate regardless of trajectory or angle of launch? (4C)
√ Check for student understanding
What do you do for students who need additional support?
 Use real life examples to illustrate projectile motion and how that motion can be
broken into two directions, up and down and left or right. Identify why gravity only
affects the up and down motion so that is the only motion where acceleration takes
place. Use the web link The motion of projectiles to visually demonstrate this
motion.
 Review the use of the linear motion equations and how they apply to the two
components of projectile motion.
What do you do for students who master the learning quickly?
 Use more complex projectile motion to challenge students in their application of
vector operations and linear motion equations. For example, projectiles launched
at an angle from the top of a building.
Elaborate
 Use the web site The motion of Projectiles, to reinforce the impact of gravity on all
falling objects or projectiles (4C)
 Conduct the Quick Lab on page 100 to reinforce the idea of falling objects under
the influence of gravity (4C)
Evaluate
 Evaluate student understanding of projectile motion using practice problems of the
type listed on pages 102 and 104
 Have student draw different types of projectile motion in their science journals and
show the velocity components at various points in each trajectory change. (4C, 4A)
 Use vector operations and linear motion equations to solve projectile problems (4C)
 Unit assessment
Refer back to the Guiding Questions to assess students' knowledge of
lesson/concept
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 41 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Content Vocabulary:
Vocabulary Card
 gravity
 free fall
 air resistance
 projectile
 trajectory
 components
 resultant
Academic Vocabulary:
 Generate
 Interpret
 Analyze
 Implement
 Formulate
 Quantitative
 Symbolically
Resources for instruction:
Holt Physics
Chapter 3 (pp. 98-105)
 Section 3.3
Key Formulas:
Velocity Vertical = Vi (Cos Ө)
Velocity Horizontal = Vi Sin Ө)
Laboratories:
Horizontal Distance = Vh t
Holt Lab Manual
“The Path of the Human Cannon Ball”, p. T-38
Vertical Distance = ½ g t2
Holt Technology-Based Lab
“Projectile Motion”, p. T-25
Textbook
“Velocity of a Projectile”, p. 120
Active Physics
- Sports, “Projectile Motion”, p. S34
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS Stem
Identify words and phrases heard in a classroom discussion about projectile motion such as ____________
Evidence of Learning (Summative Assessment)
Formative Mini Assessment
Formative Assessment Sample Question
College-Readiness
TAKS Benchmarks
TAKS Released Question
None
Anticipated Skills for SAT/ACT/College Board
o
o
o
o
Identify examples of two dimensional motion and how it
compares to linear motion
Mathematically combine vectors to find the resultant
force or velocity for real-world problems
Apply vector mathematics to find the vertical and
horizontal speed of a projectile
Use vector calculations to determine the height and
distance of an object in projectile motion
Example Problem from College Board
It takes about 1.0 second for an object to fall 5 meters
vertically. If this same object is thrown horizontally with a
speed of 30 meters per second from a roof-top 5 meters
above the ground, about how many meters from the base
of the building will the object land?
(B) 30 m
(C) 20 m
(D) 60 m
(E) 90 m
Answer - J
Answer - E
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 42 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Relative Motion and Review of Motion Graphs
CURRICULUM OVERVIEW
First Grading Period – Week 8 (4 days)
Enduring Understandings (Big Ideas)
Unit Rationale
Motion often looks different to different observers depending upon the where the
person is located. The observed speed or velocity of a moving object is dependent
upon the person’s frame of reference. In this way, motion is “relative” to the observer’s
frame of reference.
Students need to understand how the location of an observer determines what the speed
or velocity of another moving object looks like. Understanding the frame of reference of
an observer helps to explain differences in observed motion.
Essential Questions
Guiding Questions
What does it mean to say that “all motion is relative” and how can observed motion be
seen as different for varying frames of reference?
How can distance versus time graphs and velocity versus time graphs describe the
motion of an object and how that motion changes?
Why and how does the velocity of a moving object look and feel different depending on
the frame of reference of the observer?
How can I calculate the relative velocity of an object for a person observing from a given
frame of reference?
Skills
Concepts
TEKS (Standards)
TEKS Specificity - Intended Outcome
Physics TEKS 4 The student knows and applies the laws governing motion in a
variety of situations. The student is expected to:
(A) generate and interpret graphs and charts describing different types of motion,
including the use of real-time technology such as motion detectors or photo-gates;
(F) identify and describe motion relative to different frames of reference.
IPC TEKS 4 The student knows concepts of force and motion evident in everyday
life. The student is expected to:
(B) measure and graph distance and speed as a function of time using moving toys;
Physics TEKS 2 Scientific processes. The student uses a systematic approach to
answer scientific laboratory and field investigative questions. The student is
expected to:
(E) design and implement investigative procedures, including making observations,
asking well-defined questions, formulating testable hypotheses, identifying variables,
selecting appropriate equipment and technology, and evaluating numerical answers
for reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and
procedures,
” I CAN” statements highlighted in yellow and italicized should be displayed for
students.
I can:
 identify observers in different frames of reference (4F).
 describe how speed and velocity are different when observed from different frames
of reference (4F).
 calculate the velocity of an object when viewed from a different frame of reference
(4F)
 draw and analyze motion using distance versus time graphs and velocity versus time
graphs. (4A)
 design and conduct an investigation where the speed of an object is different when
viewed from two frames of reference (2E).
 manipulate equations to solve for any variable needed (3F)
 apply technology (such as a motion sensor) to explore and graph the speed of
moving objects (2F)
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions within and outside the classroom. The
student is expected to:
(F) express and interpret relationships symbolically in accordance with accepted
theories to make predictions and solve problems mathematically, including problems
requiring proportional reasoning and graphical vector addition.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 43 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS 3c – share information in cooperative learning
interactions
ELPS 5b – write using newly acquired basic vocabulary and
content-based grade-level vocabulary
College Readiness Student Expectations
Science Standards
o I – A2: Use creativity and insight to recognize and
describe patterns in natural phenomena
o VIII – C1: Understand the fundamental concepts of
kinematics

Create a personalized academic and social vocabulary related to the concept of relative motion (2C)

Expresses orally, opinions, ideas, feelings, and information with others in small group settings using
newly acquired vocabulary (3D,E)

Participate in a discussion about relative motion and how it varies based upon the observer’s frame of
reference (4G)

Journal experiences using complete sentences and newly acquired vocabulary (5B)
College Readiness - Intended Outcome
o
o
o
Identify examples of observers in different frames of reference and how the motion of an object would
appear different to the two observers
Calculate the velocity of a moving object relative to the frame of reference on another moving object
Construct and interpret position versus time graphs and velocity versus time graphs to analyze the motion
of a various moving objects
Evidence of Learning (Summative Evaluation)
1. Given an object in linear motion and a position versus time graph of that motion, students can identify when the object is moving at constant speed, when it is standing still, and
when it is traveling with the greatest speed at least 80% of the time correctly.
2. Given an object in linear motion that is viewed from two frames of reference, students can correctly calculate the velocity of the object in both frames of reference at least 80%
of the time correctly.
3. Given an object in linear motion and a velocity versus time graph of that motion, students can identify when the object is moving at constant speed, when it is standing still, and
when it is accelerating at least 80% of the time correctly.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 44 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Relative Motion and Review of Motion Graphs
CURRICULUM GUIDE
Week 8 – Lesson 1 – Relative Motion (2 days)
Guiding Questions
Essential Pre-requisite Skills
 What is a frame of reference and how does it vary between observers?
 Why does the velocity of a moving object look and feel different depending on the
frame of reference of the observer?
 How can I calculate the relative velocity of an object for a person observing from a
given frame of reference?
The student can:
 Define distance, speed, velocity, acceleration and time and give units of measure
for each (IPC 4A or 8th grade science 8.7A or Physics 4B).
 Describe examples of objects moving at different speeds (IPC 4A or 8th grade
science 8.7A or Physics 4B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Show the video clip Reference Points. Why does motion look different from
different reference points? (4F)
 When another car passes you on the highway going in the same direction, it does
not seem to be moving as fast as one that passes you coming head-on from the
other direction. Why? Are the relative velocities different? (4F)
Explore
 Have students explore the relationship between velocity and frame of reference by
walking in the hallway to simulate the passing cars described above. (2E) Would
this be even more obvious for jet aircraft passing each other? (4F)
 Or have the students explore the web site Relative Velocity to explore the concept
of reference frames. (4F)
 Or have a student being pushed forward in a rolling chair throw a ball out in from of
him. Does the velocity of the ball look the same to the student in the chair as it
does to the rest of the class standing to the side? How is it different? Who sees a
greater velocity? (4F)
 What would be the relative speed of a bullet fired from a moving airplane to the
person on the airplane? To a person on the ground looking up? (4F)
Explain
 Have students explain how velocity can be relative to the observer, meaning it is
different for each observer. (4F)
 Is observed velocity the same for all frames of reference? (4F)
 Demonstrate how to calculate relative velocity by knowing the velocity relative to the
earth and the observer. (4F, 2L).
 If you are walking forward at 3 m/s in the aisle of a airplane moving forward at 300
m/s, what is your velocity relative to the ground? (4F)
 In small groups discuss examples of different reference frames (4F)
 Identify how velocity can look different from different frames of reference (4F)
 Practice creating larger velocities and smaller velocities in different frames of
reference (4F)
 Practice calculating the relative velocity of moving objects in different frames of
reference. (4F)
Reflect in science journals on how velocities can be different to
different observers (4E)
√ Check for student understanding
What do you do for students who need additional support?
 Use real life examples to describe relative motion (buses, cars, people walking, etc).
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 45 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Use the web site to simulate relative velocity.
What do you do for students who master the learning quickly?
 Have students read “Relativistic Addition of Velocities”, p. 110 of the textbook.
Summarize in their journals Einstein’s findings about the speed of light in different
reference frames and how that is different than the relative velocity of everyday
objects.
 Have students predict what the velocity of a space shuttle taking off from the
surface of the earth would look like to someone on the surface of the earth, in the
space station orbiting the earth, and on the surface of the moon? Record in their
science journals how the velocities are the same or different for each frame of
reference.
Elaborate
 If a person walked to the rear of a bus at the same speed as the bus moves
forward, would that person look like he was not moving at all to a person on the side
of the road? (4F)
 Doe a ball thrown straight up and then caught buy a person riding on a bus look the
same to someone standing on the side of the road? Demonstrate this with a
student in a rolling chair throwing a ball. (4F)
Evaluate
 Have students give examples of relative velocities that are different to observers in
several different frames of reference. (4F)
 Have students calculate relative velocity for different situations (4F)
 Describe real world examples of relative motion (4F)
 Explain why a ball goes straight up for a person riding on a bus but follows a
parabolic path for some watching from outside (4F)
 Calculate relative velocity in various real world situations (4F)
Refer back to the Guiding Questions to assess students' knowledge of
lesson/concept
Content Vocabulary:
Vocabulary Card
 reference point
 frame of reference
 relative velocity
 velocity with respect to a point
Academic Vocabulary:
 Generate
 Interpret
 Implement
 Formulate
 Quantitative
Resources for Instruction:
Holt Physics
Chapter 3 (pp. 106-109)
 Section 3.4
Key Formulas:
Laboratories:
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
SAISD © 2010-11 – First Grading Period
ELPS Stems
ELPS 1a – use prior knowledge and experiences to understand meanings in English
Science - Pre-AP Physics
Page 46 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning (Summative Assessment)
Formative Mini Assessment
Formative Assessment Sample Question
College-Readiness
TAKS Benchmarks
Anticipated Skills for SAT/ACT/College Board
TAKS Released Question
o
None
o
Identify examples of observers in different frames of
reference and how the motion of an object would
appear different to the two observers
Calculate the velocity of a moving object relative to
the frame of reference on another moving object
Example Problem from College Board
None
Answer - B
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 47 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Relative Motion and Review of Motion Graphs
CURRICULUM GUIDE
Week 8 – Lesson 2 – Review of Motion Graphs (2 days)
Guiding Questions
 How does a position versus time graph describe the motion of an object?
 How does a velocity versus time graph describe the motion of an object?
 Why are graphs helpful for analyzing the motion of moving objects?
Essential Pre-requisite Skills
The student can:
 Define distance, speed, velocity, acceleration and time and give units of
measure for each (IPC 4A or 8th grade science 8.7A or Physics 4B).
 Describe examples of objects moving at different speeds (IPC 4A or 8th grade
science 8.7A or Physics 4B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Use the web site Motion Graphs Made Simple to review position versus time graphs
and velocity versus time graphs. Why are these graphs different? How are they the
same? (4A)
Explore
 Have students construct a graph for a car accelerating from stop to high speed (without
data). How can you tell what the graphs should look like even without data? (4A)
 Compare the graphs for different groups of students. What does it mean that some
lines are steeper than others? What does it mean when a line is horizontal on each
graph? (4A)
 Now have them create graphs using real data to compare with their predictions (4A)
 LTF Physics Module 2 – “Determining the Significance of Slop”, p, 52

Use the Promethean Interactive White Board Flip Chart - “Graphs of Position
and Velocity Versus Time” to review motion graphs
Explain
 What do straight lines indicate on a graph? What do curved lines indicate? What do
horizontal lines indicate? (4A).
 Discuss motion graphs and what information they provide (4A)
 Graph the motion of objects both with and without data (4A)
Work in cooperative groups to compare the motion of objects in graphical
form (4A)
 Describe what straight lines mean versus curved lines on motion graphs (4A)
 Walk in a way that mirrors the motion defined by the “Graph Matching” lab (4A)
√ Check for student understanding
What do you do for students who need additional support?
 Use real life examples to describe motion. For example, when driving from San Antonio
to Houston, how would you find your average speed? How would you know your speed
at any instant on the trip (instantaneous speed). If you drove to Houston and back,
what distance did you travel? What is your displacement from where you started?
What do you do for students who master the learning quickly?
 Have students read “Physics on the Edge – Time Dilation”, page 66-67 of the textbook
and summarize Einstein’s finding about Relativity. How does this compare to the
concept of relative motion? Do speed and velocity of light have different rules than the
speed of a moving car.
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 48 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Elaborate
 Use CBLs or PASCO Xplorer to do the “Graph Matching” lab to reinforce what types of
motion look like on a position versus time graph and on a velocity versus time graph
(4A)
Evaluate
 Have students analyze various motion graphs to describe what is happening at various
times (4A)
 Construct graphs of objects in motion and analyze that motion using the
graphs. (4A)
 Unit assessment
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 slope
 uniform acceleration
 constant velocity
Academic Vocabulary:
 Generate
 Interpret
 Implement
 Formulate
 Quantitative
Resources for Instruction:
Holt Physics
Chapter 2 – Review of Motion Graphs
(Position versus time)
(Velocity versus time)
Laying the Foundation – Module 2 Participant Manual
Laboratories:
Holt Technology-Based Lab
“Graph Matching”, p. T-15
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 2c – learn new language structures,
expressions, and basic and academic
vocabulary heard during classroom instruction
and interactions
SAISD © 2010-11 – First Grading Period
ELPS Stem
Identify words and phrases heard in a classroom discussion about motion graphs
Science - Pre-AP Physics
Page 49 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning (Summative Evaluation)
Formative Mini Assessment
Formative Assessment Sample Question
College-Readiness
TAKS Benchmarks
TAKS Released Question
Anticipated Skills for SAT/ACT/College Board
o
Construct and interpret position versus time graphs
and velocity versus time graphs to analyze the
motion of a various moving objects
Example Problem from College Board
A block is pulled along a horizontal surface with a
constant horizontal force of magnitude F. The surface
exerts a frictional force of constant magnitude f on the
block. The graph of speed as a function of time t for the
block is shown above.
Which of the following shows the graph of acceleration a
as a function of time t for the block?
Answer - B
Answer – G
Additional TAKS Questions
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 50 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Answer - B
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 51 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Pre-AP Physics
Unit of Study: Biology Content Review and Physics Assessment
CURRICULUM GUIDE
Week 9– Review and Assessment (5 days)
Guiding Questions




Essential Pre-requisite Skills
What are the different types of mutations?
How do mutations impact the organism?
How are mutations inherited?
Can mutations be helpful?

Students have experiences with the study of mutations (9 th grade - Bio 6C)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…

Review Physics content as needed
Identify and illustrate changes in DNA that causes mutations
Review Biology Concept (6C Mutations) Lesson Link
Bio TEKS 6C The student knows the structures and functions of nucleic acids in the
mechanisms of genetics. The student is expected to:
C identify and illustrate how changes in DNA cause mutations and evaluate the
significance of these changes; (10th and 11th Grade)
Conduct a formal mini-assessment (FMA)
SAISD © 2010-11 – First Grading Period
Science - Pre-AP Physics
Page 52 of 52
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.