Curriculum Map - BHS - Science - Physics
Stage 1 Desired Results | ||
ESTABLISHED GOALS motion and stability: forces and interactions Students are able to demonstrate their understanding by applying scientific and engineering ideas related to Newton’s second law, total momentum, conservation, system analysis, and gravitational and electrostatic forces. | ||
Standards | ||
Students will be able to independently use their learning to… HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion is a mathematical model describing change in motion (the acceleration) of objects when acted on by a net force. HS-PS2-2. Use mathematical representations to show that the total momentum of a system of interacting objects is conserved when there is no net force on the system. HS-PS2-3. Apply scientific principles of motion and momentum to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* HS-PS2-4. Use mathematical representations of Newton’s law of gravitation and Coulomb’s law to both qualitatively and quantitatively describe and predict the effects of gravitational and electrostatic forces between objects. HS-PS2-5. Provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. HS-PS2-9(MA). Evaluate simple series and parallel circuits to predict changes to voltage, current, or resistance when simple changes are made to a circuit. HS-PS2-10(MA). Use free-body force diagrams, algebraic expressions, and Newton’s laws of motion to predict changes to velocity and acceleration for an object moving in one dimension in various situations. | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… support students’ understanding of ideas related to why some objects move in certain ways, why objects change their motion, and why some materials are attracted to each other while others are not. | ||
ESSENTIAL QUESTIONS How can one explain and predict interactions between objects and within systems of objects? | ||
Acquisition | ||
Students will independently be able to use their learning for Students are able to demonstrate their understanding by applying scientific and engineering ideas related to Newton’s second law, total momentum, conservation, system analysis, and gravitational and electrostatic forces. | ||
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Stage 2 - Evidence | ||
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Stage 3 – Learning Plan | ||
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Stage 1 Desired Results | ||
ESTABLISHED GOALS Energy develops students’ understanding of energy at both the macroscopic and atomic scales that can be accounted for as either motions of particles or energy stored in fields. | ||
Standards | ||
Students will be able to independently use their learning to… PS3. Energy HS-PS3-1. Use algebraic expressions and the principle of energy conservation to calculate the change in energy of one component of a system when the change in energy of the other component(s) of the system, as well as the total energy of the system including any energy entering or leaving the system, is known. Identify any transformations from one form of energy to another, including thermal, kinetic, gravitational, magnetic, or electrical energy, in the system. HS-PS3-2. Develop and use a model to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles and objects or energy stored in fields. HS-PS3-3. Design and evaluate a device that works within given constraints to convert one form of energy into another form of energy.* HS-PS3-4a. Provide evidence that when two objects of different temperature are in thermal contact within a closed system, the transfer of thermal energy from higher-temperature objects to lower-temperature objects results in thermal equilibrium, or a more uniform energy distribution among the objects and that temperature changes necessary to achieve thermal equilibrium depend on the specific heat values of the two substances. HS-PS3-5. Develop and use a model of magnetic or electric fields to illustrate the forces and changes in energy between two magnetically or electrically charged objects changing relative position in a magnetic or electric field, respectively. HS-PS1-8. Develop a model to illustrate the energy released or absorbed during the processes of fission, fusion, and radioactive decay. | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… understanding of energy at both the macroscopic and atomic scales that can be accounted for as either motions of particles or energy stored in fields | ||
ESSENTIAL QUESTIONS How is energy transferred and conserved? | ||
Acquisition | ||
Students will independently be able to use their learning for Energy is understood as a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system; the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students apply their understanding to explain situations that involve conservation of energy, energy transfer, and tracing the relationship between energy and forces. | ||
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Stage 2 - Evidence | ||
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Stage 1 Desired Results | ||
ESTABLISHED GOALS waves and their applications in technologies for information transfer support students’ understanding of the physical principles used in a wide variety of existing and emerging technologies | ||
Standards | ||
Students will be able to independently use their learning to… PS4. Waves and Their Applications in Technologies for Information Transfer HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling within various media. Recognize that electromagnetic waves can travel through empty space (without a medium) as compared to mechanical waves that require a medium. HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described by either a wave model or a particle model, and that for some situations involving resonance, interference, diffraction, refraction, or the photoelectric effect, one model is more useful than the other. HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… wave properties and the interactions of electromagnetic radiation with matter can transfer information across long distances, store information, and investigate nature on many scales. Students understand that combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. | ||
ESSENTIAL QUESTIONS How are waves used to transfer energy and send and store information? | ||
Acquisition | ||
Students will independently be able to use their learning for Students are able to apply understanding of how wave properties and the interactions of electromagnetic radiation with matter can transfer information across long distances, store information, and investigate nature on many scales. They develop and use models of electromagnetic radiation, as either a wave of changing electric and magnetic fields or as particles. Students understand that combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. They can demonstrate their understanding by explaining how the principles of wave behavior and wave interactions with matter are used in technological devices to transmit and capture information and energy. | ||
Students will be skilled at… <type here> | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
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<type here> | OTHER EVIDENCE: <type here> | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction <type here> | ||