Topic: Describing Motion Driving Questions: How is data used to describe and predict the motion of an object? Crosscutting Concept: Patterns Science and Engineering Practices: Asking questions, Developing and using models, Plan and carryout investigation, Analyzing and interpreting data, Performance Expectation: Level 4 Level 3 Level 2 Level 1
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Develop a model to describe and predict the motion of an object traveling at a constant velocity. 1. Create and analyze position vs. time graphs and velocity vs. time graphs to describe the motion of an object. 2. Make a prediction from a 1-dimensional problem for an object traveling at a constant velocity. Develop a model to describe and predict the motion of an object traveling at a constant acceleration. 1. Create and analyze position vs. time graphs and velocity vs. time graphs to describe the motion of an object. 2. Make a prediction from a 1-dimensional problem for an object traveling at a constant acceleration. Students will: A1. Create position vs. time and velocity vs. time for an object traveling at a constant velocity. A2. Describe the motion of an object traveling at a constant velocity from given graphical representations. A3. Solve basic problems using velocity, change in position, and time for any variable in one dimension. A4. Recognize patterns in data that represent objects traveling at a constant velocity. B1. Create position vs. time and velocity vs. time for an object traveling at a constant acceleration. B2. Describe the motion of an object traveling at a constant acceleration from graphical representations. B3. Solve basic problems using acceleration, change in velocity, and time for any variable in one dimension. B4. Recognize patterns in data that represent objects traveling at a constant acceleration. Recognize or recall specific vocabulary such as: position, displacement, distance, velocity, acceleration, slope, and area Student’s performance reflects insufficient progress towards foundational skills and knowledge. Forces Driving Questions: How do Newton’s Laws explain changes in motion? Crosscutting Concept: and Effect, Patterns
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Apply force pairs to scenarios to analysis the impact on the momentum or Impulse to the system. Evaluate the conservation of momentum in a system of two objects with no net force in one dimension using either graphical analysis or mathematical models. Use graphical analysis to support the of conservation of momentum. a scenario (data) analyze the system to support the claim of conservation of momentum. Draw conclusions about the force, time, and change in momentum in a given scenario using the momentum impulse theorem. Use quantitative analysis to determine the resulting interaction(s). a graphical representation, analysis and interpret the data and draw conclusions about the cause and effect for the given scenario. Design a device, using the momentum impulse theorem, to minimize force acting on an object in a collision. Identify the variable(s) which impact the force Setup an experiment (or experiments) which isolates a given variable with the force to determine its relative impact. Specific vocabulary will be used correctly in the process of any analysis as well as concluding statements associated with any experimentation. Students will: Identify force pairs in an interaction. Evaluate the momentum of an object with no net force in one dimension. Use graphical analysis Use data/mathematical analysis Use the momentum impulse theorem to determine the results of the interaction of the given particle(s) in one dimension. Utilizing a Lab setup, gather data, analyze the results and draw conclusions about the force, time, and change in momentum in a given scenario using the momentum impulse theorem. Recognize or recall specific vocabulary such as: Momentum, impulse, elastic, inelastic, collisions, conservation of momentum, impulse momentum theorem, Newton’s 3rd Law, force pairs Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Energy Driving Questions: How do we the energy of an object as it moves through a system? Crosscutting Concept: Systems and System Models, Energy and Models
Science and Engineering Practices: Math and Computational Thinking, Develop and Using Models, Constructing and Designing Solutions, Planning and Carrying out Investigations Performance Expectation: , , Level 4 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Develop and use models to illustrate that energy at the macroscopic scale is conserved. Use a mathematical model to predict changes in a system based on conservation of energy. Predict changes in a system when energy is not transferred in or out of the system. Predict changes in a system where energy is transferred in and out of the system. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. Students will: Identify where energy is stored and transferred in a macroscopic system. Describe the relationships between energy stored gravitationally, mass, gravitational field, and change in height. Describe the relationships between energy stored kinetically, mass, and velocity. Describe the relationship between energy stored elastically, spring constant, and change in position. Describe the relationship in a system between force, change in position, and energy transferred in or out of the system (work). C1. Identify how a device works within given constraints to convert one form of energy into another form of energy. Recognize or recall specific vocabulary such as: Energy, Kinetic, gravitational, thermal, elastic, mechanical, conservation of energy, Joules, work Student’s performance reflects insufficient progress towards foundational skills and knowledge.
In addition to 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Develop and use a model of two objects interacting through electric or magnetic fields.(HS-PS3-5) Plan and conduct and investigation to provide evidence that an electric current can produce a magnetic and that a changing magnetic field can produce electric current. (HS-PS2-5) Conservation of Energy should be re-emphasized on the transformation of energy between objects and how it affects microscopic particle motion Communicate scientific and technical information why the molecular level structure is important in the functioning of designed materials. (HS-PS2-6) Use mathematical representation of Coulomb’s Law to describe and predict electrostatic forces between objects. (HS-PS2-4) The emphasis is on the conceptual aspects of an inverse square relationship. Students will: A1. Students will understand the pattern that like charges repel and opposite charges attract A2. Forces of attraction will depend on quantity of charge B1. Explain the relationship between motors and generators on the functions of the components. B2. Express the relationship between coils, electric potential, and magnetic field strength in an electromagnet. C1. Identify and explain properties that make a good conductor C2. Identify and explain properties that make a good insulator. C3. Identify and explain properties that make materials magnetic. D1. Students can relate conceptually that distance affects force of attraction D2. Students can relate conceptually that distance is more of a factor than charge in determining force of attraction Recognize or recall specific vocabulary such as: Electric charge, proton, neutron, electron, Coulomb’s Law, magnetic field, electric field, attraction, repulsion, pole, polar, field lines Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Waves Driving Questions: How do we describe waves in our world? Crosscutting Concept: Patterns, Energy and Matter
Science and Engineering Practices: Performance Expectation: Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength and speed of waves traveling in various media. Use a model to describe how energy is transferred through mechanical and electromagnetic waves. Should include interference Should include superposition Students will: A1.Describe the relationship between wave frequency, and wavelength. A2. Describe how wave speed changes when traveling through different media. B1. Describe what happens to the amplitudes of waves when two waves interact with each other. B2. Be able to identify visually wavelength, amplitude, longitudinal wave, and transverse wave Recognize or recall specific vocabulary such as: Frequency, Wavelength, Velocity, interference, period, superposition, amplitude, medium, transverse, longitudinal, crest, trough, compression, and rarefaction. Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Topic: Wave Applications Driving Questions: How are waves applied in our technologically society? Crosscutting Concept: Science and Engineering Practices: Performance Expectation: , , Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Apply knowledge of mechanical waves to (2 of 3): 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. (or) Evaluate evidence of relative motion of objects based on sound frequencies. (or) Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of mechanical and their effect on systems. (or) Apply knowledge of electromagnetic waves to (2 of 3): Evaluate questions about the advantages of using digital transmission and storage of information. (or) Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (or) Evaluate evidence of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter of the universe. The emphasis is on Doppler effect and red shift. Students will: Identify properties of mechanical waves. Identify properties of electromagnetic Recognize or recall specific vocabulary such as: Mechanical Waves, Electromagnetic Waves, Doppler effect, digital, analog, line spectra, radiation, Student’s performance reflects insufficient progress towards foundational skills and knowledge.