PACING GUIDE
PHYSICS
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut Enrichment Science Content Standard for Physics.
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PACING GUIDE
PHYSICS
Grading Period / LEARNER OUTCOMES / INDICATORS OF LEARNING / RESOURCES FOR DIFFERENTIATION1 / Topic 1
Representing Motion
- Safety plays an important role in scientific work and in the physics laboratory.
- Describe a frame of reference.
- Describe how a particle model is used to represent a moving object in motion diagrams.
- Describe the meaning of uniform motion.
- Demonstrate the ability to calculate speed and to solve an equation involving speed, distance, and time for an object in uniform motion.
- Define coordinate systems for motion problems and recognize that the chosen coordinate system affects the sign of an object’s position.
- Distinguish between a vector and a scalar.
- Determine a time interval for an object’s motion.
- Distinguish displacement from distance.
- Draw motion diagrams and use them to answer questions about an object’s position and displacement.
- Create position-time graphs for moving objects and use these graphs to determine an object’s position and displacement.
- Define velocity and differentiate between speed and velocity.
- Define average velocity and demonstrate the ability to calculate it.
- Recognize that average velocity is the slope of a position-time graph for an object’s motion.
- Distinguish between average speed and average velocity.
- Distinguish instantaneous velocity from average velocity.
Conceptual Physics- Chapter 2
- LAB – Constant Velocity Toy Car Measure the velocity of a battery powered toy car using a motion detector.
“How fast is it going?”
---Pasco Explorations in Physics
“I Can’t Drive 55!” (See Resources
For Differentiation)
- LAB – Motion Matching Analyze position-time graphs of a student’s motion matching for given position-time graphs using motion detector.
Exp 1 “Graph Matching”
---Pasco Explorations in Physics
“Match Graph” (See Resources For
Differentiation)
- CALCULATION – Solve uniform motion (constant speed) problems using: v = d/t.
- CALCULATION – Determine average velocity from given data and from position-time graphs by calculating the slope.
- Conceptual Physics- Ch 2 & Resources
- Glencoe TeacherWorksCD-ROM with chapter resources.
- Glencoe Interactive Chalkboard CD-ROM with multi-media resources and links to the physics web site: physicspp.com.
- Glencoe Answer Key Maker CD-ROM and Pro Testmaker CD-ROM.
- Laptop Computers for:
(2) Reports/Projects
(3) Power Point Presentations
(4) Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
- LAB – It’s All Relative Pasco Explorations inPhysics lab using motion sensor to investigate relative motion and frame of reference.
- LAB – Match Graph Pasco Explorations in Physics lab using motion sensor to analyze Position vs. Time.
- LAB – I Can’t Drive 55!Pasco Explorations inPhysics lab to measure the velocity of a motorized cart.
1 / Topic 2
Accelerated Motion
- Define acceleration and explain the units for acceleration.
- Relate velocity and acceleration to the motion of objects.
- Demonstrate an understanding of the meaning of positive and negative acceleration and recognize that when the velocity and acceleration of an object are in opposite directions, the object is slowing down.
- Define average acceleration and demonstrate the ability to calculate it.
- Create velocity-time graphs and recognize that the average acceleration of an object is the slope of its velocity-time graph.
- Distinguish between average and instantaneous acceleration.
- Interpret position-time graphs for motion with constant acceleration.
- Apply mathematical relationships among position, velocity, acceleration, and time to solve constant acceleration problems using an organized strategy.
- Define acceleration due to gravity and recognize its value near the surface of the earth.
- Describe the motion of an object in free-fall from rest and recognize that free-fall means falling under the action of the force of gravity and no other forces.
- Describe the motion of an object thrown straight up until it hits the ground under negligible air resistance.
- Determine the speed and distance fallen at any time for a free-falling object that is dropped from rest.
Conceptual Physics- Chapter 2
- ACTIVITY – Construct a cork accelerometer and use it to measure and calculate acceleration.
- LAB – Acceleration of a Falling Object Use a ticker-tape timing device to measure the acceleration due to gravity.
Lab (Pages 76-77)
“Acceleration Due to Gravity”
- CALCULATION – Determine average acceleration from given data and from velocity-time graphs by calculating the slope.
- CALCULATION – Solve constant acceleration problems with zero initial velocity using: v = at, d = 1/2at2, and v2 = 2ad. Also, solve free-fall problems where: a = -g = -9.8 m/s2.
- PROJECT – ROCKET Build model rockets and launch them. Calculate the velocity, acceleration, and the maximum height of the rocket.
- Conceptual Physics- Ch 2 and Resources
- Glencoe TeacherWorksCD-ROM with chapter resources.
- Glencoe Interactive Chalkboard CD-ROM with multi-media resources and links to the physics web site: physicspp.com.
- Glencoe Answer Key Maker CD-ROM and Pro Testmaker CD-ROM.
- Laptop Computers for:
(2) Reports/Projects
(3) Power Point Presentations
(4) Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
- LAB – Pedal to the Metal Pasco Explorations inPhysics lab investigating the acceleration of a cart on an inclined track using a motion sensor.
- LAB – How does a ball roll? Glencoe Physics LabManual ( Latest Ed.) Lab 3-1 uses a photogate and photogate timer to obtain the acceleration of a ball rolling down an incline.
- Solve constant acceleration problems with non-zero initial conditions.
1 / Topic 3
Forces in One Dimension
- Define force and distinguish between a contact force and field force.
- Interpret free-body diagrams and understand the meaning of net force and equilibrium.
- Explain that when forces are balanced on an object no acceleration occurs which means that the object continues to move at a constant speed or stays at rest ( The law of inertia--Newton’s first law). (CT)
- Use F = ma to solve one-dimensional motion problems that involve constant forces (Newton’s second law). (CT)
- Describe how the weight of an object depends upon the acceleration due to gravity and the mass of the object.
- Differentiate between actual weight and apparent weight and explain the meaning of weightlessness.
- Explain that an object reaches terminal velocity when the drag force equals the force of gravity on the object.
- Demonstrate an understanding that when one object exerts a force on a second object, the second object always exerts a force of equal magnitude and in the opposite direction (Newton’s third law). (CT)
- Explain the tension in ropes and strings in terms of Newton’s third law.
- Define the normal force and determine the value of the normal force by applying Newton’s second law.
- Explain that Newton’s laws are not exact but provide very good approximations unless an object is moving close to the speed of light or is small enough that quantum effects are important. (CT)
Conceptual Physics-
Chapters 4, 5, and 6
- ACTIVITY – Forces in an Elevator While standing on a bathroom scale a student measures and records his weight during an elevator’s acceleration, constant velocity, and deceleration.
Lab (Pages 108-109)
“Forces in an Elevator”
- LAB – Hooke’s Law Demonstrate skill in graphing and calculating slope of a straight line in order to determine the spring constant using force and elongation data.
(written by Paul Robinson,3rd Ed.)
Lab 43 “Stretch”
- LAB – Terminal Velocity Use motion detectors to measure the terminal velocity of falling coffee filters.
4-1 “Terminal Velocity”
- CALCULATION -- Use Newton’s second law of motion (F = ma) to solve problems.
- CALCULATION -- Using SI units, determine the weight of an object given its mass and vice-versa.
- PROJECT– Balloon Rocket Racer Design a small car powered by a balloon and explain how the third law of motion describes its propulsion.
- Conceptual Physics- Chapters 4, 5, and 6 and Resources
- Glencoe TeacherWorksCD-ROM with chapter resources.
- Glencoe Interactive Chalkboard CD-ROM with multi-media resources and links to the physics web site: physicspp.com.
- Glencoe Answer Key Maker CD-ROM and Pro Testmaker CD-ROM.
- Laptop Computers for:
(2) Reports/Projects
(3) Power Point Presentations
(4) Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
- LAB – Move it or …? Pasco Explorations inPhysics lab investigating Newton’s first law (no net force) using a motion sensor.
- LAB – It’s Mass Affect Pasco Explorations inPhysics lab investigating Newton’s second law (acceleration) using motion sensor.
- LAB – Tug-of-War Pasco Explorations in Physicslab investigating Newton’s third law (equal and opposite force) using force and motion sensors.
- CALCULATION - Use Newton’s second law to solve inclined plane problems with friction.
1.
2 / Topic 4
Forces in Two Dimensions
- Evaluate the resultant or the sum of two or more vectors in two dimensions graphically.
- Determine the components of vectors.
- Solve for the sum of two or more vectors, algebraically, by adding the components of the vectors.
- Define the friction force and explain its cause.
- Distinguish between static and kinetic friction.
- Determine the coefficients of kinetic and static friction using the equations that model kinetic and static friction.
- Determine the force (equilibrant) that produces equilibrium when three forces act on an object.
- Analyze the motion of an object on an inclined plane with and without friction.
Conceptual Physics-
Chapters 4 and 5
- ACTIVITY - Vector Addition Use graphical methods of vector addition (tip-to-tail and parallelogram) to add 2 or more vectors together. Sticks of different lengths may also be utilized as the actual vectors.
- ACTIVITY – Vector Treasure Hunt Students are to use a set of index cards with a distance and direction on each card (e.g. 12.5 m NORTH) in order to locate an unknown object somewhere in the school. The students are to make a map of the path from a given starting point to the unknown object using tip-to-tail vector addition. They are then to attempt to find the object.
- LAB – Force Table For two forces at some angle apart, determine the equilibrant and resultant force. Verify the results graphically.
Ed.) Lab 4-1 “Addition of Vector
Forces” A force table with spring
scales or with pulleys and hanging
masses can be used. An alternate
method is to use two ring stands,
cross support, spring scales and a
standard mass.
- LAB – Slipping and Sliding CAPT Lab Utilize equipment from this standard lab in an upgrade to determine the kinetic and static friction force and associated coefficients of friction for a wood block sliding along various surfaces. Use horizontal and inclined surfaces.
- LAB – Friction Force and Shoes (Alternate Lab to Slipping and Sliding ) Determine the kinetic and static friction force and associated coefficients of friction for different shoes/sneakers sliding against a surface such as wood. Use horizontal and inclined surfaces.
- CALCULATION – Solve vector practice problems using algebra and trigonometry.
- CALCULATION – Solve friction practice problems.
- CALCULATION – Solve problems involving inclined planes.
- Conceptual Physics-Chapters 4 and 5 and Resources
- Glencoe TeacherWorksCD-ROM with chapter resources.
- Glencoe Interactive Chalkboard CD-ROM with multi-media resources and links to the physics web site: physicspp.com.
- Glencoe Answer Key Maker CD-ROM and Pro Testmaker CD-ROM.
- Laptop Computers for:
(2) Reports/Projects
(3) Power Point Presentations
(4) Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
- LAB – Clutch… Pasco Explorations inPhysics lab determining friction forces using a force sensor.
- Use component method of vector addition.
- Use law of cosines and law of sines in order to add vectors.
- Solve static equilibrium problems.
- Solve inclined plane problems with friction.
2.
3 / Topic 5
Motion in Two Dimensions
- Recognize that the vertical and horizontal motions of a projectile are independent.
- Relate the height, time in the air, and initial velocity of a projectile using its vertical motion, and then determine the range using the horizontal motion.
- Explain how the trajectory of the projectile depends upon the frame of reference from which it is observed.
- Describe the meaning of uniform circular motion.
- Explain why an object moving in a circle at constant speed is accelerated.
- Describe how centripetal acceleration depends upon the object’s speed and the radius of the circle.
- Explain that a force applied to an object perpendicular to the direction of its motion causes the object to change direction but not speed. (CT)
- Describe how circular motion requires the application of a constant force directed toward the center of the circle. (CT)
- Identify the forces that cause centripetal acceleration.
- Explain the meaning of the centrifugal force and why it is called a fictitious force.
Conceptual Physics-
Chapters 3 and 9
- LAB – Projectile Motion With a steel ball rolling down a ramp and off a table, measure the landing spot and compare with calculated location. Use stop watch or photogate timing devices with CBL and calculator to determine horizontal launch velocity.
Ed.)Lab 7-2 “Range of a Projectile”
- LAB – Centripetal Force A rubber stopper is tied to a string that is fed through a PVC tube. The stopper is twirled with a weight hanging off the other end of the string. The stopper is rotated at such a rate that the string does not move up or down in the tube. From known weight, radius of twirled string, and speed of rotation, the mass of the stopper can be determined.
Glencoe Physics Lab Manual (Latest
Ed.) Lab 6-1 “What keeps the
stopper moving in a circle?” using
free hanging weights in place of the
attached spring scale.
- CALCULATION – Determine the range, time of flight, and maximum height for a projectile given an initial velocity at a specified angle.
- CALCULATION – Determine the centripetal acceleration and centripetal force acting on objects moving in a circular path or arc. Use the equations ac = v2/r and Fc = mv2/r.
- PROJECT – Projectile Launcher Design a projectile launcher that will hit a target a known distance away such as 3-5 meters.
- PROJECT – Paper Catapult (Alternate Projectile Project) Research the internet for paper catapult designs. Build a working catapult out of paper that can be used with grapes, pennies, etc.
- Conceptual Physics-Chapters 3 and 9 and Resources
- Glencoe TeacherWorksCD-ROM with chapter resources.
- Glencoe Interactive Chalkboard CD-ROM with multi-media resources and links to the physics web site: physicspp.com.
- Glencoe Answer Key Maker CD-ROM and Pro Testmaker CD-ROM.
- Laptop Computers for:
(2) Reports/Projects
(3) Power Point Presentations
(4) Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
- LAB – Up and Over Pasco Explorations inPhysics lab analyzing projectile motion using the Pasco time of flight accessory unit.
- LAB- What goes around comes around Pasco Explorations in Physicslab using a force sensor to analyze circular motion.
3 / Topic 6
Gravitation
- List Kepler’s three laws and explain them.
- Describe how the gravitational force is proportional to the masses of two spherical bodies and is inversely proportional to the square of the distance between their centers (law of universal gravitation).
- Relate Kepler’s laws to the law of universal gravitation.
- Describe the importance of Cavendish’s experiment to measure G.
- Solve orbital motion problems in order to determine orbital periods, radius, and speeds.
- Relate weightlessness to objects in free fall.
- Describe gravitational fields.
- Compare inertial and gravitational mass.
- Describe Einstein’s theory of gravity.
Conceptual Physics-
Chapters 12, 13, and 14
- ACTIVITY – Elliptical Motion Using two push pins, string, pencil, and cardboard students will draw an ellipse and use it to explain Kepler’s laws.
Lab (Pages 186-187)
“Modeling the Orbits of Planets and
Satellites”
- CONSTRUCTED RESPONSE – Explain the following:
---Apparent weightlessness
---Inertial and gravitational mass
---Einstein’s theory of gravity (discuss
curvature of space-time continuum).
- CALCULATION – Use Newton’s law of universal gravitation F = G m1m2/d2 to calculate the gravitational force between two specified masses located at some distance from one another.
- CALCULATION – Calculate the orbital periods, radius and speeds of objects in circular orbits.
- PROJECT – Design a planet. Define its location, mass, orbital speed, period, etc.
- Conceptual Physics-Chapters 12, 13, 14 and Resources
- Glencoe TeacherWorksCD-ROM with chapter resources.
- Glencoe Interactive Chalkboard CD-ROM with multi-media resources and links to the physics web site: physicspp.com.
- Glencoe Answer Key Maker CD-ROM and Pro Testmaker CD-ROM.
- Laptop Computers for:
(2) Reports/Projects