Unit 2: Conservation Laws Approximate Timeline: 6 Content Standards Content Objectives Iowa Core Statements CPO Investigations Common Student-Centered Learning Targets Common Assessments Graduate Ends Energy is conserved within a system. Momentum is conserved in any interaction. Work is the result of a transfer of energy. Conservation of momentum Conservation of energy Simple machines Work and energy Energy transformation Understand and apply knowledge of conservation of energy and increase in disorder. Understand and apply knowledge of motions and forces. 3A: Momentum and the Third Law 3B: Conservation of Energy 4A: Work and Machines 4B: Work and Energy 5A: Equilibrium and Forces 5B: Friction 6A: Projectile Motion 6B: Motion on a Ramp 10A: Energy and Efficiency 10 B: Energy Flow in a System Skills and Concepts: 2A: I can use the concept of conservation of momentum to describe collisions. I can identify force pairs based on Newton’s 3rd Law. I can identify momentum as a property of an object in motion. I can calculate momentum. I can apply the concept of impulse. I can use the law of conservation of momentum to predict the velocity of cars after a collision. 2B: I can use the Law of Conservation of Energy to describe transformations between potential and kinetic energies. I can differentiate between potential and kinetic energy. I can calculate potential energy of an object. I can describe the relationship between potential and kinetic energy. 2C: I can describe work as a transfer of energy. I can use the work equation to for an unknown. At Week 12 Nov. 12-16 Q# 1, 2, 3 Q# 4,5 Q#6, 7 Q# 8 Q# 9, 10, 11 Q# 12,13 Q# 14,15 Q# 16,17 Q# 18,19,20 Graduates demonstrate strategies for lifelong learning Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas Graduates demonstrate proficiency in science, including life, earth and physical science Graduates possess technological and information literacy Suggested Resources:
Unit 4: Static Electricity, Magnetism, and Motors & Generators Approximate Timeline: 6 weeks Content Standards Content Objectives Iowa Core Statements CPO Investigations Common Student-Centered Learning Targets Common Assessments Graduate Ends Energy can be transferred through electric and magnetic fields. Structure of the atom Static electricity Magnetic force Permanent magnets Electromagnets Electric motors (DC) Electric Generators (AC) Understand and apply knowledge of conservation of energy and increase in disorder. Understands and applies knowledge of interactions of energy and matter. Understand and apply knowledge of the structure of atoms. 9A: The Atom 15A: Electric Charge 16A: Magnetism 16B: Electromagnets 17A: Electromagnetic Forces 17B: Electromagnetic Induction 18A: The Magnetic Skills and Concepts: 4A: I can describe how an atom is organized. I can build model atoms and use the periodic chart of stable atoms. 4B: I can identify static electricity. I can describe the interaction between electrical charges. I can explain the behavior of charges in various materials. 4C: I can describe the properties of magnetic fields. I can map magnetic field lines. I can describe the polarity of magnets. I can identify the origin of a magnetic field. I can describe the properties and importance of the magnetic field. 4D: I can describe an electromagnet. I can differentiate an electromagnet from a permanent magnet. Including explaining uses and advantages. I can describe how changing the components of an electromagnet will affect its strength. 4E: I can compare/contrast AC/DC currents. I can categorize the functions and properties of alternating and direct currents. 4F: I can describe how a motor works. I can identify the components of a motor, and describe its purpose. 4G: I can describe how a generator works. At week 24 Feb. 18-22 Q#1,2 Q# 3, 4 Q#5,6 Q#7, 8 Q#9,10 Q#11 Q#12 Q#13, 14 Q#15, 16 Q#17, 18,19 Q#20 Graduates demonstrate strategies for lifelong learning Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas Graduates demonstrate proficiency in science, including life, earth and physical science Graduates possess technological and information literacy
Unit 5: Waves and Sound Approximate Timeline: 6 weeks Content Standards Content Objectives Iowa Core Statements CPO Investigations Common Student-Centered Learning Targets Common Assessments Graduate Ends Waves are a disturbance in a medium that transfer energy. Sound is an example of a compressional wave. Motion of a pendulum Natural frequency Properties of waves Sound waves Understands and applies knowledge of interactions of energy and matter 19A: Harmonic Motion 19B: Natural Frequency 20A: Making Waves 20B: Resonance and Standing Waves 21A: The Properties of Sound 21B: Wave Properties of Sound Skills and Concepts: 5A: I can describe simple harmonic motion. I can measure the amplitude and period of a pendulum. I can identify the variables that affect a pendulum. I can create and analyze harmonic motion graphs. 5B: I can identify the variables that affect the natural frequency of an oscillator. I can find the relationship between frequency, mass and force. I can label the parts of a standing wave. 5C: I can identify the variables of a standing wave. I can identify and measure the relationship between natural frequency and several harmonics of an oscillating string. I can use the relationship between frequency, wavelength and speed to make calculations of the unknown variables. I can determine how amplitude and energy are related. 5D: I can describe the wave properties of sound. I can relate wave frequency and amplitude to sound pitch and loudness. I can identify the resultant of two wave interferences. I can relate the speed of sound to temperature and medium. I can describe the Doppler Effect. At week 30 April 8-12 Q#1,2 Q#3,4 TBA Q#5,6 Q#7,8 Q#9,10 Q#11,12 Q#13 Q#14,15 Q#16,17 Q#18 Q#19,20 Graduates demonstrate strategies for lifelong learning Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas Graduates demonstrate proficiency in science, including life, earth and physical science Graduates possess technological and information literacy Suggested Resources:
Unit 6: Light and Optics Approximate Timeline: 6 weeks Content Standards Content Objectives Iowa Core Statements CPO Investigations Common Student-Centered Learning Targets Common Assessments Graduate Ends Electromagnetic waves are the results of electric and magnetic fields. The electromagnetic spectrum classifies light by wavelength and frequency. Electromagnetic waves interact with a medium. Electromagnetic spectrum Properties of light Sources & reflectors of light Mirrors Lenses Color and human perception Understands and applies knowledge of interactions of energy and matter 22A: Light and Color 22B: Reflection and Refraction 23A: Optics 23B: Optics and Images 24A: The Frequency and Wavelength of Light 24B: Waves and Photons Skills and Concepts: 6A: I can differentiate between sources of light and reflectors of light. I can differentiate between light sources and objects that absorb and emit light (reflectors). I can describe how human eyes perceive color. I can compare the additive color process to the subtractive color process. 6B: I can use ray diagrams to describe how light reflects off of a mirror. I can illustrate the law of reflection in a ray diagram. I can differentiate the characteristics of real and virtual images. I can draw ray diagrams for both concave and convex mirrors and predict if those images will be real or virtual. 6C: I can describe how light refracts through a lens. I can predict how the curve of a lens will affect the angle of refraction. I can locate and use the focal length of a lens. I can use ray diagrams for both converging and diverging lenses to predict the location of images. I can describe an image based on magnification of a lens. At week 36 May 27-31 Q#1,2 Q#3,4 Q#5,6,7,8 Q#9,10 Q#11,12,13 Q#14,15 Q#16 Q#17 Q#18,19 Q#20 Graduates demonstrate strategies for lifelong learning Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas Graduates demonstrate proficiency in science, including life, earth and physical science Graduates possess technological and information literacy Suggested Resources: Use phet.colorado.edu for lens simulations