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Conceptual Sciences-Physics
(Trimester course- approximate 60 class days)
Instructor: Mr. Dean Roush
Email: deanr@lucksd.k12.wi.us
Phone: 715-472-2152 ext. 151
Room #: 211
Resources:
-Google Classroom and online lab notebook
Course Description:
This course in a conceptual view of the physical world around us all. There is no hard cover text for this class but instead most of the material will be delivered during class discussions, e-text, and lab experiences. Students will gain a better insight to kinematics of motion: velocity, acceleration, force, momentum, power, and mechanical advantage.
Goals/Outcomes
1. Demonstrate mathematical proficiency.
2. Develop a methodology to use the scientific method in all lab experiences.
3. Analyze and reflect upon lab data as it relates to the unit topic.
4. Build connections to physics and real-world situations and experiences.
5. Demonstrate mastery of unit topics reflected in unit assessments and lab practicum.
6. Work cooperatively in work groups during discussions as well as data collection.
Required Student Materials:
Notebooks
Pens and pencils
Calculator
Chromebook or PC (PC availability will be necessary to operate some programs)
Grade Weighting:
85 % Unit assessments that identify proficiency of the NEXTGEN science standards
15% Lab notebook writing and lab analysis
Career and Life Skills-records of performance in student participation and performing to meet the classroom expectations.
NEXTGEN Science Standards-Physics
HS-PS1 Matter and its Interactions
HS-PS2 Motion and Stability: Forces and Interactions
Unit 1: Mathematics of Physics. (8 days)
Essential Question: What is the relationship between mathematics and physics as it pertains to the real-world experiences? Why is it important to convert units in the SI unit system as well as Imperial units? Can you justify the units of a measurement using dimensional analysis?
Learning Targets:
Performance will be satisfactory when the student:
a. Will understand the importance of unit conversions within physics concepts that are relevant to real-world experiences.
b. Can develop and use strategies for unit conversions using dimensional analysis and factor-label methods.
Unit 2: The Scientific Method (12 days)
Essential Question: When discovering the development of a hypothesis and theory, can you design and defend a problem given with the scientific method?
Learning Targets:
Performance will be satisfactory when the student:
a. Use the structure for the scientific method and identify its importance in lab discovery.
b. Construct and practice proper lab writing/analysis.
c. Use computer program Graphical Analysis.
d. Successfully gather data in an organized table construct a graphic representation of the data, analyze the data results
based on graphical analysis and observations, and construct a theory based on the data results.
Unit 3: Velocity and Acceleration. (12 days)
Essential Question: When identifying the motion of an object, the student must consider if the motion is scalar or vector motion. Using valid data collection methods can you determine the variables necessary to calculate velocity, distance, time, or acceleration?
Learning Targets:
Performance will be satisfactory when the student:
a. Discern the difference between scalar and vector measurements.
b. Apply velocity equations as a scalar measure via lab and lecture discussions.
c. Apply velocity equations as a vector measure via lab and lecture discussions.
d. Analyze and apply connections between vector velocity and acceleration and use equations developed in lecture in
practice and lab investigations.
e. Analyze and apply connections between vector acceleration, and gravitational acceleration.
f. Analyze the relationship between free-fall vector motion and terminal velocity.
Unit 4: Force (10 days)
Essential Question: From the discovery of velocity and acceleration it was noted that there must be a force acting on the object to give it velocity and acceleration. What is the relationship between Newton’s Laws of Motion and scalar or vector motion; and what is the importance of identifying the direct and inverse proportionality of Newton’s Second Law in justifying force, mass and acceleration?
Learning Targets:
Performance will be satisfactory when the student:
a. Demonstrate importance of Newton’s Three Laws of Motion and how these concepts connect with vector motion.
b. Understands Newton’s 2nd Law as F=m(a), SI unit N in, and apply this concept in a lab experience.
c. Can justify “g” force.
d. Identifies and illustrates the forces within a “system” with the aid of a force diagram.
e. Make a conjecture of frictional force and evaluate frictional forces via lab experience.
f. Analyze oppositional forces in the form of air resistance via lab experience.
Unit 5: Momentum (8 days)
Essential Question: When observing an elastic and inelastic collision, can the momentum transfered be determined experimentally to demonstrate that the Law of Conservation of Momentum holds true, and explain the damping effect of energy transferred to other mediums?
Learning Targets:
Performance will be satisfactory when the student:
a. Describe how the Law of Conservation of Momentum is contained within a system of motion.
b. Define and use momentum in calculations as p=m(v), SI unit kgm/s.
c. Identify and calculate momentum transfer via lab experience.
d. Describe connections and differences in elastic and inelastic collisions.
Unit 6: Momentum (5 days)
Essential Question: How is the Law of Conservation of Energy defined as the exchange of kinetic and potential energies? How can this law be observed in real-world situations?
Learning Targets:
Performance will be satisfactory when the student:
a. Describe how the Law of Conservation of Energy is contained within a system of motion.
b. Give examples of vector motion as kinetic and potential energy.
c. Define and use kinetic energy equation as KE=1/2 m(v2), SI unit J.
d. Define and use gravitational potential energy equation as PE=m(g)h.
f. Discern the energy exchange (KE=PE) via lab experience.
g. Analyze a real-world example in a research article format.
Unit 7: Mechanical Advantage (5 days)
Essential Question: In the final discovery of kinematics the definition of work and power requires a physical experience to be observed and calculated. What is work and when is it accomplished? How is power developed and calculated? Does the use of a simple machine reduce the total work accomplished?
Learning Targets:
Performance will be satisfactory when the student:
a. Define and discuss mechanical advantage examples as a relationship between work input and work output.
b. Describe examples of work as work=f(d), SI units J.
c. Identify power and calculate horsepower: power= work/time, SI unit J/s or Watts.