Science – Pre-AP Physics
Unit of Study: TAKS Review, Preparation and Testing
or Independent Research for Students who have already mastered the TAKS
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 1- 4 (17 Days)
Enduring Understandings (Big Idea)
Unit Rationale
Students must pass the 11th grade (Exit Level) TAKS to graduate from high school.
The TEKS assessed on this test are from Biology and IPC. While some of these
concepts are also taught through Chemistry and Physics, a thorough review of the
testable Biology and IPC TEKS in the weeks prior to the TAKS will help students meet
expectations on this state assessment.
12th
For
graders who have already mastered the Exit Level TAKS, an independent
research project is included.
Biology TEKS are addressed at 9th grade, while IPC TEKS are addressed in 10th and 11th
grade through an IPC course, or a combination of Chemistry and Physics. To provide
students with a timely review of TAKS assessed concepts, the 3 weeks prior to the TAKS
are used for re-teaching or reviewing Biology and IPC concepts.
While the 11th grade and 12th grade non-masters are preparing for the TAKS, 12 graders
who have already successfully mastered the 11 th grade TAKS assessment can be
assigned a suggested independent research project.
Essential Questions
Guiding Questions
See Essential Questions from each grading period for the Biology and IPC Curriculum
Guides.
What are the critical Biology concepts that will be assessed on the 11 th grade TAKS and
what depth of understanding is needed?
What are the critical IPC concepts that will be assessed on the 11 th grade TAKS and what
depth of understanding is needed
TEKS (Standards)
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
Concepts
All Biology TEKS that are common to the old and new state standards
All IPC TEKS that are commons to the old and new state standards
Skills
IPC TEKS 1 The student, for at least 40% of instructional time, conducts laboratory
and field investigations using safe, environmentally appropriate, and ethical
practices. 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.
I can:
 Understand the Biology and IPC concepts assessed by the state and meet the
expectations for passing the 11th grade TAKS
or
 Conduct independent research on a recognized scientist in the world of physics and
prepare a written report documenting that scientists discoveries
 conduct science investigations safely (1A)
 show the correct procedures for disposing of excess resources (1B)
 plan investigations to study science concepts (2B)
 make measurements and collect data (2C)
 evaluate data when presented in charts and graphs (2D)
 identify a valid conclusion based upon data (2E)
 make accurate conclusions using advertisement (3C)
IPC TEKS 2 The student uses scientific methods during field and laboratory
investigations. The student is expected to
(B) plan and implement investigative procedures, including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(C) collect data and make measurements with precision;
(D) organize, analyze, evaluate, make inferences, and predict trends from data;
and
(E) communicate valid conclusions.
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 1 of 19
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.
IPC TEKS 3 The student uses critical thinking and scientific problem solving to
make informed decisions. The student is expected to
(C) draw inferences based on data related to promotional materials for products
and services;
(E) describe connections between physics and chemistry and future careers;
(F) research and describe the history of physics and chemistry and contributions of
scientists
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 biology and IPC content and science process skills (1A,,2C)
 Expresses and shares opinions, ideas, feelings, and information with others
individually or in small groups using appropriate vocabulary (3C)
 Journal experiences using complete sentences and newly acquired vocabulary (5B)
 Use a variety of strategies such as learning Logs to assist in pre-reading activities to
gain new vocabulary (1A)
 Create and use labeled illustration to enhance learning of key concepts and
vocabulary (5B)
College Readiness Student Expectations
Science Standards
 Various science content strands from the College Readiness Standards
College Readiness - Intended Outcome
 Incorporate the college readiness standards in the review of Biology and IPC content
and science process skills
Evidence of Learning (Summative Assessment)
1. Given a TAKS released question from a testable Biology or IPC TEKS, students can answer the question 80% of the time correctly.
2. Given a scientist from the world of physics, students who have already mastered the exit level TAKS can conduct independent research and prepare a written report
documenting that scientist’s discoveries and their impact on the world.
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 2 of 19
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: TAKS Review and Preparation
or Independent Research for Students who have already mastered the TAKS
CURRICULUM GUIDE
Weeks 1- 2 – Lesson 1 – Biology TEKS Review (9 days)
Guiding Questions
 What are the critical Biology concepts that will be assessed on the 11th grade TAKS
and what depth of understanding is needed?
Essential Pre-requisite Skills
 Students should have learned all the Biology concepts assessed on the TAKS in
9th grade.
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
 Review Biology testable TEKS based upon historical areas of weakness and
using hands-on lessons that are focused on the testable concepts
 Consider an independent research report for those 12th grade students who
have mastered the 11th grade (Exit Level) TAKS.
 Some scientists and topics to consider would be:
Robert Millikan – Elementary Charge of Electricity
Enrico Fermi – Nuclear Interactions
Werner Heisenberg – Quantum Mechanics
Albert Einstein – Photoelectric Effect
- Special or General Relativity
Marie Currie – Radiation
Neils Bohr – Structure of Atoms
 Or use the web site “Nobel Prize Winners in Physics” to select another
scientist and his discovery
 The report should address the nature of the scientist’s discovery and the
impact of that discovery on the world today.
What do you do for students who need additional support?
Use the video clips from the Biology curriculum guides to make real world connections
with the TEKS science concepts. The videos are located in the Science Toolkit (a tab at
the top of the curriculum guide page).
 Read and understand a TAKS formatted question on Biology content or process
skills and answer the question correctly by applying content knowledge and
process skills
 Answer TAKS formatted questions for TEKS from Objectives 1, 2, and 3
 Discuss the Biology concepts addressed in Objectives 2 and 3

Work in cooperative groups to apply the tools of science and the scientific
approach to investigations as defined in Objective 1
 Research a physicist and his/her major area of work
 Organize and write a report on the findings and impact of that physicists
investigation
 Present the results of this research report in an organized and easily
understandable way
What do you do for students who master the learning quickly?
Work with 12 graders who have mastered the Exit Level TAKS to complete their
research reports on one of the fundamental discoveries in Physics and the scientist who
made the discovery.
√ Check for student understanding
Vocabulary:
Use the vocabulary words from the Biology TEKS including the verbs in the TEKS that
describe the level of understanding and assessment.
Teacher Resources:
SAISD Science TAKS Preparation Manual
Sections for TAKS Objectives 1, 2 & 3
Holt Science TAKS Practice Workbook
Sections for TAKS Objectives 1, 2 & 3
pp. 18-52, 55-210
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 3 of 19
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.
TAKS Dailies
pp. 4-54
Biology TAKS Study Cards
District Developed Accordion file lessons
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 prior experiences to expand upon and to learn academic and social vocabulary
related to the biology and IPC content and science process skills.
Evidence of Learning
Interims/TAKS/Benchmarks
Additional TAKS Released Questions
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 4 of 19
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: TAKS Review and Preparation
or Independent Research for Students who have already mastered the TAKS
CURRICULUM GUIDE
Weeks 3- 4 – Lesson 2 – IPC TEKS Review (8 days)
Guiding Questions
Essential Pre-requisite Skills
 What are the critical IPC concepts that will be assessed on the 11th grade TAKS and
what depth of understanding is needed
 Students should have learned all the IPC concepts assessed on the TAKS in IPC or
a combination of chemistry and physics.
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
 Review IPC testable TEKS based upon historical areas of weakness and using
hands-on lessons that are focused on the testable concepts
 Read and understand a TAKS formatted question on IPC content or process skills
and answer the question correctly by applying content knowledge and process skills
 12th graders who have mastered the 11th grade TAKS can continue work on their
independent research report
 Answer TAKS formatted questions for TEKS from Objectives 1, 4, and 5
What do you do for students who need additional support?
Use the video clips from the IPC, Chemistry and Physics curriculum guides to make real
world connections with the TEKS science concepts. The videos are located in the
Science Toolkit (a tab at the top of the curriculum guide page).
What do you do for students who master the learning quickly?
Continue working with 12 graders who have mastered the Exit Level TAKS to complete
their research reports on one of the fundamental discoveries in Physics and the scientist
who made the discovery.
√ Check for student understanding
Vocabulary:
Use the vocabulary words from the IPC TEKS including the verbs in the TEKS that
describe the level of understanding and assessment.
 Discuss the concepts of Chemistry and Physics addressed in Objectives 4 and 5

Work in cooperative groups to apply the tools of science and the scientific
approach to investigations as defined in Objective 1
 Research a physicist and his/her major area of work
 Organize and write a report on the findings and impact of that physicists
investigation

Present the results of this research report in an organized and easily
understandable way
Teacher Resources:
SAISD Science TAKS Preparation Manual
Sections for TAKS Objectives 1, 4 & 5
Holt Science TAKS Practice Workbook
Sections for TAKS Objectives 1, 4 & 5
pp. 18-52, 212-312
TAKS Dailies
pp. 4-26, and 56-104
Chemistry and Physics TAKS Study Cards
District developed accordion file lessons
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 prior experiences to expand upon and to learn academic and social vocabulary
related to the biology and IPC content and science process skills
Evidence of Learning
Interims/TAKS/Benchmarks
Additional TAKS Released Questions
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 5 of 19
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: TAKS Review and Preparation
or Independent Research for Students who have already mastered the TAKS
CURRICULUM GUIDE
Week 5 – TAKS Assessment for 10th and 11th Grade Science
Guiding Questions
Essential Pre-requisite Skills
 What are the critical IPC concepts that will be assessed on the 11 th grade TAKS
and what depth of understanding is needed
 Students should have learned all the IPC concepts assessed on the TAKS in IPC or a
combination of chemistry and physics.
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
 Review IPC testable TEKS based upon historical areas of weakness and
using hands-on lessons that are focused on the testable concepts
 12th graders who have mastered the 11th grade TAKS can continue work
on their independent research report
 Read and understand a TAKS formatted question on IPC content or process skills and
answer the question correctly by applying content knowledge and process skills
 Answer TAKS formatted questions for TEKS from Objectives 1, 4, and 5
 Discuss the concepts of Chemistry and Physics addressed in Objectives 4 and 5
What do you do for students who need additional support?
Use the video clips from the IPC, Chemistry and Physics curriculum guides to make
real world connections with the TEKS science concepts. The videos are located in
the Science Toolkit (a tab at the top of the curriculum guide page).
What do you do for students who master the learning quickly?
Continue working with 12 graders who have mastered the Exit Level TAKS to
complete their research reports on one of the fundamental discoveries in Physics
and the scientist who made the discovery.
Vocabulary:
Use the vocabulary words from the IPC TEKS including the verbs in the TEKS that
describe the level of understanding and assessment.
 Apply the tools of science and the scientific approach to investigations as defined in
Objective 1
 Research a physicist and his/her major area of work
 Organize and write a report on the findings and impact of that physicists investigation
 Present the results of this research report in an organized and easily understandable
way
Teacher Resources:
SAISD Science TAKS Preparation Manual
Sections for TAKS Objectives 1, 4 & 5
Holt Science TAKS Practice Workbook
Sections for TAKS Objectives 1, 4 & 5
pp. 18-52, 212-312
TAKS Dailies
pp. 4-26, and 56-104
Chemistry and Physics TAKS Study Cards
District developed accordion file lessons
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 prior experiences to expand upon and to learn academic and social vocabulary related
to the biology and IPC content and science process skills
Evidence of Learning
Interims/TAKS/Benchmarks
Additional TAKS Released Questions
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 6 of 19
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: Quantum Physics and Light Spectra
CURRICULUM OVERVIEW
Fourth Grading Period – Week 6 - 7 (8 Days)
Enduring Understandings (Big Idea)
Unit Rationale
While light is considered to be a wave, it can also exist in discrete packets of energy called
photons. The energy of photons occur in fixed quantities so it is considered to be quantized. While
great debate occurred between scientists for many years about the true nature of light, Albert
Einstein proved that light can be a particle as well as a wave in his Photoelectric Effect
experiments.
Essential Questions
Guiding Questions
How can light be both a particle and a wave at the same time?
What evidence do scientists have that light acts like a wave sometimes and like a particle other
times?
TEKS (Standards)
Concepts
What does “quantized” mean and why do photons of light only come in
“quantized” packets of energy?
When does light behave like a particle and when does it behave like a wave?
TEKS Specificity - Intended Outcome
(8) Science concepts. The student knows simple examples of atomic, nuclear, and quantum
phenomena. The student is expected to:
Skills
Physicists today are exploring the atomic particles at the subatomic level to
further explain the nature of atoms and the origin of matter. Quantum physics
provides the methods for conducting this research on objects and particles that
make up the atom and the light spectra that specific atoms give off.
(A) describe the photoelectric effect and the dual nature of light;
(B) compare and explain the emission spectra produced by various atoms;
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 welldefined 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 should be displayed for
students.
I can:
 Explain how the photoelectric effect works and give examples of how it is
used in real world situations (8A)
 Describe why different elements give off different and distinct line spectra
that identifies that particular element (8B)
 Describe the dual nature or light that allows light to behave like wave and
like particles (8A)
 apply technology to explore waves and their motion (2E)
 plan and implement investigations into wave motion and wave
characteristics (2E)
 conduct investigations in a safe manner (2E)
 manipulate equations to find a specific quantity (3F)
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 – Fourth Grading Period
Science- Pre-AP Physics
Page 7 of 19
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
 Use prior experiences to expand upon and to learn academic and social
vocabulary related to the concept of quantized particles and emission of light
spectra from different gases (1A,,2C)
 Expresses and shares opinions, ideas, feelings, and information with others
individually or in small groups using appropriate vocabulary (3C)
 Journal experiences using complete sentences and newly acquired vocabulary
(5B)
 Use a variety of strategies such as learning Logs to assist in pre-reading
activities to gain new vocabulary (1A)
 Create and use labeled illustration to enhance learning of key concepts and
vocabulary (5B)
College Readiness Student Expectations
Science Standards
o VIII – J2: Understand the wave/particle duality of light.
College Readiness - Intended Outcome
o
Identify how light can behave as a wave and how light can behave as a particle.
Evidence of Learning (Summative Assessment)
1.
2.
Given a description of the photoelectric effect, students can identify how electrons move from one plate to the other at the threshold frequency 80% of the time correctly.
Given a light emission spectra, students can identify how it defines a specific gas or element 80% of the time correctly.
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 8 of 19
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: Quantum Physics and Light Spectra
Weeks 6 - 7 – Lesson 1 – Quantum Physics and the Photoelectric Effect (8 days)
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills
 What wave characteristics does a beam of light demonstrate?
 What experiments prove that light is also a particle or packet of energy?
 What does “quantized” mean and why do photons of light only come in “quantized”
packets of energy?
The student can:
 Identify the characteristics and behavior of waves (IPC 5G)
 Understand the electromagnetic spectrum and the relationships between energy,
frequency, and wavelength (Chem 6B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Demonstrate the concept of quantized energy by throwing tennis balls at a wall in the
classroom. If the tennis ball represented packets of light energy, would the energy be
delivered in bunches or photons? (8A)
 Shine a flashlight at the wall. Does it now seem that light is delivered in constant
steams or waves of energy instead of packets of quantized energy? This is the
dilemma that scientists faced in the early 1900s. (8A)
Explore
 Discuss the concept of quantized energy or energy in packets. (8A)
 Explore the impacts of frequency and intensity on the photoelectric effect at this web
site. What is the threshold frequency? How do you find the maximum kinetic energy
of photoelectrons? What is the work function? (8A)
 Would the photoelectric effect work if light were only transmitted as a wave? Why
not? (8A)
Explain
 Compare how the photoelectric effect should work using classical physics and what
Einstein’s experiments demonstrated (textbook, page 834). (8A)
 Discuss the relationship between the frequency of a photon and its energy. Why do
higher frequency photons have higher energy levels? (8A)
 Discuss the difference between the flow of light in streams of continuous energy
(like from a flashlight) or in packets of fixed energy (like throwing a tennis ball)
(8A)
 Describe things that are quantized (only occur in whole number units) like people
in a room, electrons in an atom, planets in a solar system, etc. (8A)

Draw a picture of the photoelectric effect experiment in your science journal
and describe what is happening as a light source shines on the plate. (8A)

Work in cooperative groups to compare and contrast how the photoelectric
effect should work under classical physics and what Einstein’s experiment
actually showed (8A)
What do you do for students who need additional support?
Use the web site “Photoelectric Effect” to review how this concept works and why.
What do you do for students who master the learning quickly?
Explore the Nobel Prize in Physics that Albert Einstein earned for the photoelectric effect
and why he was awarded this honor.
√ Check for student understanding
Elaborate
 Discuss the application of the photoelectric effect to burglar-alarms, door sensors,
garage door safety sensors, etc. (8A)
Evaluate
 Calculate the energy of different frequencies of photons. (8A)
 Describe applications of the photoelectric effect in everyday devices. (8A)
SAISD © 2010-11 – Fourth Grading Period
 Describe everyday applications of the photoelectric effect (garage door sensors,
electric beam sensors, etc.) (8A)
 Calculate the energy of different frequencies of photons (8A)
 Describe the photoelectric effect and how it determined our concept of light (8A)
Science- Pre-AP Physics
Page 9 of 19
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.
Refer back to the Guiding Questions to assess students' knowledge of the
lesson/concepts
Content Vocabulary:
 Quantum
 Quantized Energy
 Photoelectric effect
Academic Vocabulary:
 Describe
 Explain
 Analyze
 Implement
 Spectra
Teacher Resources:
Key Formulas
Holt Physics
Chapter 23 (pp. 830-839)
 Section 23.1
E=hf
KEmax = h f – h ft
Teaching Transparencies
Motion Picture Sound and the
Photoelectric Effect, T-117
Alarm Circuit and the Photoelectric
Effect, T-118
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 the concept of light waves to discuss the meaning of quantized particles and how their
existence was proven by the Photoelectric experiments.
Identify words and phrases heard in a discussion about the concepts of quantum physics.
Evidence of Learning
Formative Mini-Assessment
None
TAKS Benchmarks
TAKS Released Question
None
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
The experimental study of the photoelectric effect and its
analysis by Einstein confirmed the assumption of the
A. photon aspect of light
B. crystal structure of materials
C. discrete charge on the electron
D. energy-mass relationship of special relativity
E. uncertainty principal of position and momentum
Answer - A
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 10 of 19
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: Quantum Physics and Light Spectra
Week 7 - 8 – Lesson 2 – Light Spectra and the Dual Nature of Light (7 days)
Guiding Questions
 How can a gas have a unique emission spectrum that distinguished it from other
gases?
 How does the Bohr model of the atom differ from the Rutherford model?
 When does light behave like a particle and when does it behave like a wave?
CURRICULUM GUIDE
Essential Pre-requisite Skills
The student can:
 Identify the characteristics and behavior of waves (IPC 5G)
 Understand the electromagnetic spectrum and the relationships between energy,
frequency, and wavelength (Chem 6B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Demonstrate the dispersion of light into the visible wavelengths when light passes through a prism. How are the colors of
visible light different (frequency and wavelength). (8B)
 Each gas when shown through a prism provides a distinct series of spectral lines (like a finger print). (8B)
 Discuss frequency and wavelength of light
waves and how they vary for different colors
of visible light. What color of visible light has
the shortest wavelength? Which color has
the lowest frequency? (8B)
Explore
 Discuss the differences between the Rutherford and Bohr models of the atom. How does the Bohr model account for
specific emission spectra for elements? Why can one gas give off several photons of different frequency and energy?
(8B)
 Explore light emission and absorption spectra at this web site. How do the emission and absorption spectra look different
for two elements? (8B)
 Or explore spectra using “Active Physics – Communication”, Activity 5 – Interference and Spectra, p. C133. (8B)
 Discuss “neon lights” and how different gases can glow with different colors. (8B)
 Light is a wave that can cause interference patterns. How did the double slit experiment show that light is a wave? (8B)
 Light is also a particle that occurs in quantized packets of energy. How did the photoelectric experiment show that light
behaves like a particle?(8A)
 Explore the dual nature of light at this web site. (8A, 8B)
Explain
 Discuss the difference between light emission and light absorption. How can they both indicate what element is present in
a substance? (8B)
 Discuss how crime investigators could use
the distinct spectral lines of a particular
substance to identify it on someone’s clothing
(8B)

Journal about how light can sometimes
act like a wave and sometimes act like a
particle (8B)
 Use the reading comprehension process to
read “Spectra: The Fingerprints of Elements”,
p, C136 in the “Active Physics –
Communications” book. (8B)
 Describe the difference between emission
spectra and absorption spectra (8B)
What do you do for students who need additional support?
Review the double slit experiment and the photoelectric effect experiment at these web sites to observe how each proved a
different concept of light (wave versus particle).
What do you do for students who master the learning quickly?
Use the web site “Uncertainty Principle” to listen to Heisenberg explain how this concept works. Journal about the importance
of this principle.
√ Check for student understanding
Elaborate
 Discuss the relationship between frequency and the energy in a photon of light. How does Planck’s constant relate
energy and frequency? (8A, 8B)
 Discuss Heisenberg’s uncertainty principle. Why would a beam of light affect the speed and location of a moving
electron? Would the radar beam from a police officers radar gun significantly affect the speed of your car when he
measured how fast you are traveling? (8B)
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics

Work in cooperative groups to compare
the energy of a different photons of light
based upon their frequency (8B)
Page 11 of 19
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.
 Discuss how very small objects can be
affected by the measurement of their speed
or location because of the measuring device.
Does a thermometer placed in a beaker of
warm water absorb some of the heat and
thus affect the final temperature reading?
(8B)
Evaluate
 Describe how light can be both a particle and a wave and which experiments proved that it is a wave or a particle. (8A,
8B)
 Describe how light is emitted when an electron moves to a lower energy level. How does this result in specific emission
spectra for different gases? (8A, 8B)
 Calculate light energy using frequency and Planck’s constant. (8A, 8B)
 Calculate the energy of several photons of
light with different frequencies. (8B)

Summarize in your science journals how
the double slit experiment proved that light is
a wave and the photoelectric experiment
proved that light is a particle. (8B)
Refer back to the Guiding Questions to assess students' knowledge of the lesson/concepts
Content Vocabulary:
 Spectrum
 Emission
 Absorption
 Electron Cloud
 Uncertainty
Academic Vocabulary:
 Describe
 Explain
 Analyze
 Implement
 Spectra
Teacher Resources:
Key Formulas
Holt Physics
Chapter 23 (pp. 840-854)
 Section 23.2-23.3
λ=h
p
Laboratories:
- Active Physics, Communications,
“Spectra: The Fingerprints of Elements”, p.
C136
f=E
h
or
E=hf
Teaching Transparencies
The Production of an Emission Spectrum, T119
Emission and Absorption Spectra of
Hydrogen, T-120
Emission Transitions and Spectral Lines, T121
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 12 of 19
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 the light waves and atomic structure to describe how different emission spectra are
formed.
Identify words and phrases heard in a discussion about the emission spectra of gases.
Evidence of Learning
College-Readiness i.e.,
Formative Mini-Assessment
TAKS Benchmarks
None
TAKS Released Question
Anticipated Skills for SAT/ACT/College
Board/Career/Life
None
The three lowest energy levels of an atom are
shown above. An atom in the n = 3 state can,
in a single transition, spontaneously emit a
photon having an energy of
(A)
3 eV only
(B)
4 eV only
(C)
7 eV only
(D) 4 eV or 7 eV only
(E) 3 eV or 4 eV only
Answer - D
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 13 of 19
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: Nuclear Energy and Applications
CURRICULUM OVERVIEW
Fourth Grading Period – Week 9 - 10 (8 Days)
Enduring Understandings (Big Idea)
Unit Rationale
Elements are defined by the number of protons in their nucleus. These protons are held together
by a strong nuclear force. Some heavy elements naturally decay into other elements by releasing
material from their nucleus. Large elements can split into two smaller elements (fission), and
smaller elements can be combined to form a larger element (fusion). Each of these reactions
results in a transformation of matter into energy.
As we look for additional sources of energy to replace fossil fuels, nuclear energy
is often considered. Fission nuclear reactors are currently in use and fusion
reactors are being investigated. However, there are advantages and
disadvantages with every type of energy including nuclear. Understanding the
pros and cons of nuclear energy can help us make informed decisions.
Essential Questions
Guiding Questions
How does an element naturally decay into a new element?
How are fission and fusion alike and different?
Where does the energy from a nuclear reaction come from?
How is energy released from the fission of a large atom like Uranium?
What are the pros and cons of using nuclear energy to produce electricity?
How does the sun generate energy through fusion?
TEKS (Standards)
TEKS Specificity - Intended Outcome
Skills
Concepts
(8) Science concepts. The student knows simple examples of atomic, nuclear, and quantum
phenomena. The student is expected to:
(C) describe the significance of mass-energy equivalence and apply it in explanations of
phenomena such as nuclear stability, fission, and fusion; and
(D) give examples of applications of atomic and nuclear phenomena such as radiation
therapy, diagnostic imaging, and nuclear power and examples of applications of quantum
phenomena such as digital cameras.
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 should be displayed for
students.
I can:
 Provide examples of radioactive decay resulting in new elements (8C)
 Describe what happens in a fission or fusion reaction (8C)
 Provide real world examples of radioactivity being used in medical or
industrial applications (8C)
 Explain how nuclear power from fission is used in a nuclear power plant to
create electricity (8D)
 Describe how nuclear fusion powers the sun and stars (8D)
 apply technology to explore waves and their motion (2E)
 plan and implement investigations into wave motion and wave
characteristics (2E)
 conduct investigations in a safe manner (2E)
 manipulate equations to find a specific quantity (3F)
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 – Fourth Grading Period
Science- Pre-AP Physics
Page 14 of 19
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
 Use prior experiences to expand upon and to learn academic and social
vocabulary related to the use of nuclear energy in medical procedures,
industrial applications, and electrical power generation (1A,2C)
 Expresses and shares opinions, ideas, feelings, and information with others
individually or in small groups using appropriate vocabulary (3C)
 Journal experiences using complete sentences and newly acquired
vocabulary (5B)
 Use a variety of strategies such as learning Logs to assist in pre-reading
activities to gain new vocabulary (1A)
 Create and use labeled illustration to enhance learning of key concepts and
vocabulary (5B)
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 VII – K1: Understand radioactive decay.
o
College Readiness - Intended Outcome
Identify how the nucleus of an atom is changed during different types of
radioactive decay.
Evidence of Learning (Summative Assessment)
1.
2.
Given an example of a nuclear transformation, students can identify how the nucleus has been changed to create a new element 80 % of the time correctly.
Given a nuclear process, students can indentify real world applications of the process 80% of the time correctly.
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 15 of 19
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: Nuclear Energy and Applications
Fourth Grading Period – Week 9 – Lesson 1 – Radioactivity and its Applications
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills
What are the main types of radioactive decay and how do they change the nucleus of an
atom?
Which types of radiation penetrate the most materials?
How is radioactivity used to support medical diagnosis and treatment for diseases and
illnesses?
The student can:
 Identify the types of radioactive decay in terms of balanced equations (Chem
12A, B)
 compare fission and fusion reactions (Chem 12C)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Use the article at the web site “Radioactivity in the Environment” to show students that we are all exposed to
radioactivity every day from many sources. (8C, 8D)
 Discuss instability and how it relates to the nucleus of an atom before it changes form through radioactive decay (8C,
8D)
Explore
 Review the structure of an atom, especially the nucleus and the charges of the atomic particles and how the strong
nuclear force holds the protons and neutrons together (8C, 8D)
 Use the Promethean White Board Flipchart “Atomic Structure” to review the parts of an atom.
 Discuss the parts of an Atom with a focus on
what is in the nucleus (8C, 8D)

 Discuss the strong nuclear force in relation to other forces covered in the course like gravity and the electromagnetic
force (8C, 8D)
 Explore the 3 major types of radioactivity (Alpha, Beta and Gamma) and the tendency for larger elements to decay into
smaller elements using the Radioactive Decay web site. (8C, 8D)
 Use the Half-Life image to discus half life for radioactive elements and the penetrating power of alpha and beta
particles and gamma rays (8C, 8D)
Journal about the used of radioactive
materials in medical procedures (8C, 8D)
 Use the Promethean White Board Flipchart “Half Life” to discuss radioactive decay.
 Use the Radioactive Decay Calculator to show how much of a radioactive element remains after a given number of half
lives. (8C, 8D)
 Explain how some elements (like Uranium) naturally undergo transmutation into new elements (8C, 8D)
 Explain how other elements can be artificially transmutated by man (8C, 8D)
 Describe both harmful and useful application of radiation in medical procedures such as a sun burn, treatment of
cancer tumors, radioactive tracers for diagnosing medical conditions (8C, 8D)
Explain
 Discuss how radiation from decaying materials can be both harmful and useful to man (8C, 8D)
 Calculate the amount of radioactive material remaining after a period of time for a given half life (8C, 8D)
 Compare the half lives of different radioactive isotopes (8C, 8D)
 Compare the penetrating power of Alpha, Beta, and Gama radiation (8C, 8D)
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics

Describe the benefits and risks of using
radioactive materials in medical applications
(8C, 8D)
 Discuss how the half life of some radioactive
Page 16 of 19
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?
Review radioactive decay at this web site.
materials make storage of waste materials a
critical issue (8C, 8D)
What do you do for students who master the learning quickly?
Use the web site Positive Uses of Radiation in Society to further investigate its beneficial uses.
√ Check for student understanding
Elaborate
 Discuss other uses for radioactive decay, or how to limit the exposure to radiation.
Evaluate
Describe the three types of radioactive decay (8C, 8D)
Describe both useful and harmful applications of radioactive decay (8C, 8D)
Calculate the amount of material remaining after several half lives for different radioactive elements. (8C, 8D)
 Calculate the amount of an element remaining
after a given number of half-lives (8C, 8D)

Refer back to the Guiding Questions to assess students' knowledge of the lesson/concepts
Content Vocabulary:
 Half-life
 Radioactivity
 Transmutation
 Decay
 Gamma ray
 Alpha particle
 Beta particle
 Isotope
Academic Vocabulary:
 Compare
 Explain
 Describe
 Phenomena
 Therapy
 Stability
Summarize the types of radioactive decay
and list some of their uses for the benefit of
mankind. (8C, 8D)
Teacher Resources:
Key Formulas
Holt Physics
Chapter 25 (pp. 896-912)
 Section 25.1-252
E = M C2
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 the concept of atomic structure to describe how the nucleus of an atom can change into
another element by gaining or losing protons.
Identify words and phrases heard in a discussion about the application of nuclear energy in medical treatments and
electric power generation.
Evidence of Learning
Formative Mini-Assessment
TAKS Benchmarks
None
TAKS Released Question
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
None
None
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 17 of 19
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: Nuclear Energy and Applications
Fourth Grading Period – Week 10 – Lesson 2 – Fission and Fusion Reactions (4 days)
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills
How do fission and fusion occur within an atom and how much energy is released from
each type of reaction?
What happens to the mass of an atom that undergoes fission or fusion?
The student can:
 Identify the types of radioactive decay in terms of balanced equations (Chem
12A, B)
 compare fission and fusion reactions (Chem 12C)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Use the web site Animation of Nuclear Fission to show what a fission reaction looks like (8C, 8D)
 Use the analogy of a chain letter to show how a fission nuclear reaction can grow into many more reactions in a short
period of time (8C, 8D)
Explore
 Explore nuclear fission using the web site Nuclear Fission – Basics to describe the overall process of a fission reaction
and how some of the mass is transformed into energy.
 Discuss how heavy elements like Uranium can be split by fission into two smaller elements with less mass and a
release of energy. (8C, 8D)
 Use the Half-Life image to discus half life for radioactive elements and the penetrating power of alpha and beta
particles and gamma rays (8C, 8D)
 Use the Radioactive Decay Calculator to show how much of a radioactive element remains after a given number of half
lives. (8C, 8D)
 Explain how some elements naturally undergo transmutation into new elements (8C, 8D)
 Describe both harmful and useful application of radiation in medical procedures such as a sun burn, treatment of
cancer tumors, radioactive tracers for diagnosing medical conditions (8C, 8D)
 Use the Promethean White Board Flipchart “Nuclear” to compare and contrast Fission and Fusion.
 Discuss how a chain letter gets bigger with each
successive branch like a nuclear reaction. (8C,
8D)
 Discuss how fission and fusion are different (8C,
8D)

Journal about the used of fission reactions
to create electrical energy. (8C, 8D)
 Use the reading comprehension process to read
“What can we do with Nuclear Waste?” on page
892 of the textbook and discuss the implications
of long term storage for nuclear waste products.
(8C, 8D)
Explain
 Demonstrate fission using the Uranium 235 web site as an example of what happens inside a nuclear reactor. (8C,
8D)
 Describe how large atoms are split in fission and
how a reaction can be self-sustaining (8C, 8D)
What do you do for students who need additional support?
Review the concepts of nuclear fission and fusion at the web site What is Nuclear Fission and Fusion? (8C, 8D)
 Describe how small atoms can be joined
together in a fusion reaction (8C, 8D)
What do you do for students who master the learning quickly?
Use the web site Nuclear Weapons to learn about the use of fission and fusion in military weapons. (8C, 8D)
√ Check for student understanding
Elaborate
 Discuss the concept of energy mass equivalence that is displayed in fission and fusion reactions. (8C, 8D)
 Why are fission reactors being used today but not fusion reactors? (8C, 8D)
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 18 of 19
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.

Evaluate
Compare Fission to Fusion in terms of the elements involved and the energy released per reaction (8C, 8D)
Describe both useful and harmful applications of radioactive decay (8C, 8D)
 Calculate the amount of an element remaining
after a given number of half-lives (8C, 8D)

Refer back to the Guiding Questions to assess students' knowledge of the lesson/concepts
Content Vocabulary:
 Fission
 Fusion
 Chain Reaction
 Critical Mass
Academic Vocabulary:
 Compare
 Explain
 Describe
 Phenomena
 Therapy
 Stability
Work in groups to discuss the technology
problems associated with achieving nuclear
fission for the production of electrical energy
(8C, 8D)
Summarize in your science journal how
the processes of fission and fusion work (8C,
8D)
Teacher Resources:
Key Formulas
Holt Physics
Chapter 25 (pp. 913-916)
 Section 25.3
E = M C2
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 the concept of atomic structure to describe how the nucleus of an atom of Uranium can
change into a two smaller elements with a release of energy.
Identify words and phrases heard in a discussion about the application of nuclear energy for the generation of
electrical energy.
Evidence of Learning
Formative Mini-Assessment
TAKS Benchmarks
None
TAKS Released Question
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
None
None
SAISD © 2010-11 – Fourth Grading Period
Science- Pre-AP Physics
Page 19 of 19
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.