High School Physics

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STRUCTURED CURRICULUM LESSON PLAN

Day: 001 Subject: Physics Grade Level: High School
Correlations(SG,CAS,CFS): 11A2; 11B1-5,8,9,11; 11C6; 13A1,3,5; 13C1,3
ITBS/TAP:
1a. Scientific Method/Inference
1b. Analysis of Data and Information
4a. Mechanics, Forces and Motion
4b. Forms of Energy
4d. Characteristics of Matter
4e. Changes and Reactions
ISAT:
1a. Scientific Facts and Theories
1b: Simple and Complex Problems
3a. Ethical Principles in Science
3b. Valid Sources of Knowledge
3c. Identification of Variables
3d. Logic of Different Experimental Designs
4a. Analysis of Data
4b. Uses of Scientific Units and Instruments
4c. Safety Practices
Conceptual Statement/Unit Focus
The Science of Physics
Physics is a basic science and deals with the fundamental aspects of energy and non-living matter. In
order to build a knowledge base of physics, it is necessary to consider the scientific method as a means
of problem solving and mathematics as the language of physics.
Supporting Ideas/Instructional Focus
Organizing the class and explaining expectations
Materials
Sufficient photocopies of the following for all students (attached):
A Letter to Parents and Students
Student Information and Emergency Information
Safety Contract and Student Study Agreement
Educational Strategies/Instructional Procedures
While the first several days of the semester are often quite hectic, it is important to begin the semester
well organized and off to a flying start. Taking attendance and making seating assignments require a
time commitment. If possible, seating charts should be prepared prior to meeting the class for the first
time. It is suggested that textbooks not be issued for several days due to the shifting around of student
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programs. Several documents have been included to assist in meeting organizational strategies.
Obviously, a brief discussion of these documents is important.
1. A Letter to Parents And Students: This letter welcomes students to the class and explains
the classs organization, policies, required materials, course objectives, grade determination,
and procedures to discuss the students progress.
2. Student Information and Emergency Information: This is a laboratory class and certain
emergency information should be immediately accessible to the classroom teacher.
3. Safety Contract and Student Study Agreement: This needs to be issued, signed, and
collected to protect both the teacher and student.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
Draw conclusions, inferring meanings from the text
Identify common themes and main idea
Apply information presented in the text to a new or different situation
MA: Perform arithmetic operations
Choose and apply appropriate operational procedures
Understand geometric properties
Apply a variety of estimation strategies
Use variables and equations to solve problems
Analyze and interpret data
Understand and apply principles of probability
Apply measurement skills
SS: Demonstrate time and chronology
Demonstrate an understanding of important historical events
Connection(s)
Enrichment: Have students develop a table or graph to describe concept relationships.
Have students create an observation activity with natural phenomena.
Have students apply knowledge gained to social issues or further scientific questions.
Have students develop and test a prediction related to the unit.
Have a student discuss how s/he solved one problem that occurred away from school
using the steps of the scientific method.
Fine Arts: Have students create a collage or photographic study illustrating the topic.
Physics is all around us: Create original drawings to illustrate examples of physics in
everyday life each to be 5" x 8" or larger and in color. Examples may show: motion, force, energy,
matter, heat, light, sound and electricity.
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Connection(s), continued
Home: Have students create a collage or photographic study illustrating the topic.
Have students revise and edit the project/paper by presenting it to the home audience.
Have students discuss their goals and evaluate their progress with a family member.
Have students interview a family member to discover what s/he knows about the topic that is
being studied.
Have the student discuss how s/he solved one problem that occurred away from school using
the steps of the scientific method.
Remediation: Have students write a story of this experience.
Have students assemble questions for a Jeopardy-type review game or a vocabulary
matching game like Memory.
Have students write a letter to someone (real or imaginary) describing the topic that is
being studied.
Technology: All physics students are expected to have a scientific calculator for doing computations.
Have students explore the following Internet address for more information about physics
at http://www.cpsurf.com.
Assessment
Unit tests, chapter tests, and performance-based activities will help the student and the teacher know
the students level of achievement and whether reteaching is required for success. The teacher should
choose summative questions that model the constructed response style of tests. This will prepare
students to take TAP, ISAT, and CASE. Further, assessment should be continuous and may be based
on participation.
Homework
Students should review the three items listed above with their parents and have them signed and
returned them to class on Day 002.
Teacher Notes
Phillips Petroleum will furnish one set of videos per school titled Search for Solutions. Videos titled
Prediction (21 min), Theory (18 min), and Solving Problems Scientifically (30 min) are worthwhile
and, if available, should be worked into the lesson planning on Days 003-005.
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Dear Parents and Students,
Welcome to Physics! Physics is the study of the interaction of matter and energy.
To get started, here are the answers to the most frequently asked questions:
How is the class organized?
Classes meet ______ for ______ minutes. Classes are a combination of lecture, discussion, and
hands-on activities.
Attendance is of course, mandatory. Student absences have a negative impact upon grades, and it is
unlikely that a student who misses more than 10 days in a marking period will pass the course. If a
student is absent from class for any reason, the s/he must bring a note the day that s/he returns to class.
What is the policy on make-up assignments, labs, and tests?
It is the students responsibility to request make-up assignments. Make-up assignments will be
accepted no later than three (3) days after the student has returned to class. In the case of laboratory
work, this may be impossible to provide, depending upon availability of materials and the complexity of
the experiment. Make-up exams will be given no later than three (3) days after the student returns from
an excused absence.
Make-up laboratory assignments and exams must be done at times other than when the class meets.
This may be before or after the student's regular school day. It must be done by prior arrangement with
the teacher. No pass or excuse will be given to miss another class to do make-up work.
No make-up exams or work will be given in the case of an unexcused (cut) absence.
What materials are required?
Textbooks are provided by the school and are the personal responsibility of the student. Textbooks are
issued by number. Lost or damaged (beyond normal usage) textbooks must be paid for.
Students are required, unless otherwise stated in advance, to bring the following to class on a daily
basis: textbook, notebook or folder with lined paper, pencil with eraser, and pens. Calculators are
strongly encouraged.
Students are expected to wear their school ID properly displayed.
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What are the objectives of the course?
Research has shown that learning is enhanced by the hands-on approach, followed by questions and
discussion. To learn something and then to apply this knowledge in another setting are the essential
goals of physics. The objectives of this experimental learning process are as follows:
To develop skills in using materials and ideas. This experience may include a demonstration,
completing a written assignment, watching a film, listening to the instructor or another student, or
other activity.
To develop skills in analyzing, organizing, and presenting scientific information. Individuals or
small groups discuss what happened during an activity and the similarities and differences in their
observations.
To use the methods of science to solve problems and to improve one's ability to think critically.
This is the key step in the experimental learning process. The student identifies the problem and
relates observation to similar experiences in real life.
To develop awareness of the impact humans have on their environment. The emphasis in this
step is on the application of classroom experiences to real-life situations.
To provide the information necessary for selecting individual educational and vocational goals.
This step concentrates on how the new learning can be used in other everyday situations that
will affect the students future.
How are grades determined?
Grades include daily participation, including attendance and preparedness, written work including
laboratory work and homework assignments, tests, exams, and projects.
How can we meet to discuss my student's progress?
Call the school's Main Office and leave a message that includes both the parent's and student's name for
me to return your call. Please indicate a phone number and time that I can reach you.
Please save this letter for reference. I hope that this will be a productive and enjoyable school year.
Sincerely,
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Student Information and Emergency Information
Name: ______________________________________________________________________
Textbook Number: ____________________________________________________________
Date of Birth: ________________________________________________________________
Home Address: _______________________________________________________________
Zip Code: ___________________________________________________________________
Home Phone: ________________________________________________________________
Emergency Phone and Name of Contact: ___________________________________________
Do you have a job? ____________________________________________________________
If so, what do you do? __________________________________________________________
How many hours per week do you work? ___________________________________________
Who was your last science teacher? ________________________________________________
What was the title of your last science class? _________________________________________
What are your plans after you complete high school? ___________________________________
______________________________________________________________________________
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Safety Contract
The student Safety Contract is a copy of the Safety in the Physics Laboratory directly from the
student Laboratory Manual. Teachers should make sure that students can identify the safety materials in
the classroom and be able to demonstrate how to use them in an emergency. The following list is just a
start:
1. eye wash
2. fire extinguisher
3. first aid kit
4. fire blanket
5. method to notify the main office
6. broken glass bucket
Note that by following common sense rules in the science laboratory, you will make the lab safe for
yourself and others around you.
*****************************************************************************
Student Study Agreement
Class requirements
1. To be present and on time for class.
2. To complete all class and homework assignments on time.
3. To pay attention in class and participate in an appropriate manner.
4. To bring the necessary supplies to class every day.
5. To do all assigned readings.
Grades are based on: attendance, behavior, participation, class work, homework, laboratory work,
quizzes, texts, and projects.
Grade percentage equivalents:
A = 90 to 100%
B = 80 to 89%
C = 70 to 79%
D = 60 to 69%
F = 0 to 59%
I understand the requirements described in the Safety Contract and Study Agreement. The
fulfillment of these requirements will ensure a passing grade and credit for this course.
_______________________________________ ______________
Students signature Date
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ITBS/TAP:
4b. Forms of Energy
ISAT:
1. Technology is the application of our understanding and control of physical phenomena and results
from the application of the systematic procedure of problem solving called the scientific method.
2. The scientific method requires careful observations, the formation of the hypotheses, and meticulous
testing of the hypotheses.
Materials
Two Word Game; attached
The Learning Puzzles; attached (see directions for preparation)
Collect signed Safety Contracts, Study Contracts, and Student Information Sheets issued on
Day 001.
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Use The Learning Puzzle to lead the class through the process of problem solving in which they must
work as a large group to specifically tell the instructor how to assemble the puzzle on the overhead. If
the teacher is not comfortable with a large group activity of this nature, an alternative may be done by
creating several different puzzle combinations and having small groups assemble them. In this last case,
it is important that students understand the steps that they used in solving the problem.
The steps of the scientific method vary slightly from text to text; therefore, it is suggested that the
following should be presented:
Scientific Method:
1. Recognize the problem/
2. Make an educated guess a hypothesis about the answer/
3. Predict the consequences of the hypothesis/
4. Perform experiments to test predictions/
5. Formulate the simplest general rule that organizes the three main ingredients:
hypothesis, prediction and experimental outcome.
Discuss and review the following terms: fact, hypothesis, law, theory, principle, prediction,
speculation, explanation, and relationships.
Use the Two-Word Game to reinforce the idea that unless one knows the rules, s/he cannot function
effectively. The answer to the pairs is that the first word has a double letter and the second does not.
There is no meaning in the actual words.
Introduce the science writing requirements today. See Appendix E for more information. In general,
students should write in all science classes both in the laboratory and on long range projects that can be
independent and research oriented. Appendix H has a more extensive layout of papers that follow the
science and math fair forms. Appendix J has a list of topics that can be assigned. In addition, students
should be required to answer higher order thinking skills (HOTS) type questions throughout the year as
that is the only way they will be prepared to take the Chicago Academic Standards Exam (CASE) at
the end of the semester. It is strongly suggested that the teacher coordinate the long-range projects with
the science and math fair, and with work students have in other classes. The key to success is cross-
departmental cooperation.
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Integration with Core Subject(s), continued
Connection(s)
being studied.
being studied.
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Technology:
All physics students are expected to have a scientific calculator for doing computations.
Have students explore the following Internet address for more information about physics at
http://www.cpsurf.com.
Assessment
Assessment should be continuous and may be based on class participation. This is a good point to
begin evaluating students. For class participation, simply mark on your seating chart whenever a student
contributes to classroom discussions. A technique that is recommended: Place an overhead
transparency over the seating chart and use transparency markers to note participation. These grades
may then be added to the grade book at a more appropriate time and the marker washed off.
Homework
Questions should be constructed to include the activities of the day such as:
1. What is the scientific method? A method of problem solving.
2. Is a scientific fact something that is absolute and unchanging? No, facts change if
the evidence indicates that it is incorrect.
3. What is the difference between a hypothesis, theory, and law? A hypothesis is an
educated guess, a reasonable explanation that is not fully tested. A theory is a
well tested and verified hypothesis while a law or principle has been
repeatedly tested and not been contradicted.
Homework should not be limited to only these few questions. They have been given only to assist the
teacher.
Teacher Notes
The teacher should refer to both the Blueprint (Appendix A) and the Program of Study (Appendix B)
for additional ideas.
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Two Word Game
Figure out the relationship between word pairs given by the teacher. Each pair has the same
relationship (double letters in the column marked It Is but not in the second column). Then, predict
another pair of words by giving new examples without saying the rule.
It is But It Is Not
OFF ON
COOL COLD
KITTEN CAT
WALL CEILING
MILWAUKEE CHICAGO
ILLINOIS WISCONSIN
NINETEEN TWENTY
THREE TWO
ODD EVEN
PEPPER SALT
BOOK TEXT
TALL SHORT
KNEE LEG
KELLY KATHY
The parallel between the game and physics is that if one does not understand the rules of the game, s/he
feels confused, frustrated, and stupid. That is exactly how people felt before scientists figured out many
of the rules and laws of nature. If one knows the rules, s/he can see the world with more meaning and
with greater interest.
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PUZZLE INSTRUCTION SHEET
Each team consists of five members.
Each person should have an envelope containing puzzle pieces.
At the signal, all team members open the envelope and begin solving the puzzle.
The team's task is to form five squares of equal size.
The task is complete when everyone has a perfect square and all of the squares are the same size.
Here are the rules:
1. No member may speak.
2. No member may ask for a card or any way signal for a card. No taking of pieces.
3. Members may give cards to others.
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Directions for Setting Up Puzzle Sets
A puzzle set consists of five envelopes containing pieces of stiff paper cut into patterns that will form
6x6-inch squares, as shown in the diagrams. Each team of five students will require one set of puzzles.
Several combinations will be possible but only one total combination. Cut each square into the parts a
through j. Then mark the envelopes 1 through 5 and distribute the pieces as follows:
Envelope 1 includes e, h, i; Envelope 2 includes a, a, a, c; Envelope 3 includes a, j;
Envelope 4 includes d, f; Envelope 5 includes b, c, f, g
Write the envelope numbers 1 through 5 on the back of the appropriate pieces so that the pieces can be
returned easily to their envelopes for reuse.
By using multiples of three inches, several combinations will form one or two squares. Only one
combination will form five 6x6-inch squares. Since the squares below and the masters are the answers,
do not allow students to see them.
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ITBS/TAP:
4b. Forms of Energy
ISAT:
2. The scientific method requires careful observations, the formation of the hypotheses and meticulous
3. Physics is a quantitative science. The relationships between variables may be expressed as
equations and graphs and often requires error analysis.
4. The Systeme International (SI) units are used in expressing the relationships between variables.
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Materials
Perpetual Water Flow Machine: (see diagram)
2 one-gallon metal cans (such as those used for ditto fluid)
2 two-hole #5 stoppers
1 glass funnel
Glass tubing
Rubber tubing
500 ml beaker
Water
BLM SN Chart: Scientific Notation (see Appendix D)
Set up the Perpetual Water Flow Machine demonstration and begin the process before students enter
the classroom. The students are asked to explain on paper what is happening and then to speculate
aloud to the rest of the class. This should lead into a general discussion of related topics. The idea is to
begin thinking as a scientist. Accurate observations are essential to the problem-solving process before
it is possible to form a reasonable hypothesis. Ideas that cannot be tested are not necessarily wrong,
they are simply useless in terms of advancement of scientific knowledge. Ideas must be verifiable in
order to be helpful.
Collect signed Safety Contracts, Study Contracts, and Student Information Sheets if not done on Day
002.
Review the homework from Day 002.
Discuss the following terms:
Science isrelationships, discovering facts, theories, observing.
Technology istools techniques, procedures that put science to use.
Science excluded human factors while technology must be measured in human terms.
Assume that students are not familiar with SI units. A presentation should be made at this point using SI
prefixes (see chart of prefixes): Giga, Mega, kilo, hecto, deka, deci, centi, milli, micro, and nano.
Use BLM SN to help students understand scientific notation.
Kinds of measurement can be listed or elicited from students: linear, mass, time, and temperature.
Review the major concepts about science. Explain why physics is a basic science. Outline the steps of
the scientific method. Distinguish between an observation and a fact. Distinguish between a fact and a
hypothesis. Distinguish between a hypothesis and a law or principle. Describe the circumstances under
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which a hypothesis or law must be changed. Explain why the refinement of theories is strength in
science. Distinguish between science and technology.
Connection(s)
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being studied.
Remediation: Have students write a story based on experiences.
Have students assemble questions for a Jeopardy type review game or a vocabulary
being studied.
Have students explore the following Internet address for more information about physics
at http://www.cpsurf.com.
Assessment
Continuous assessment should be made for class participation.
Homework
Some conversion problems between SI units and several scientific notation problems should be
assigned.
Teacher Notes
The teacher should consult the Blueprint (Appendix A) and Program of Study (Appendix B) for
additional ideas.
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ITBS/TAP:
4b. Forms of Energy
ISAT:
2. The scientific method requires careful observations, the formation of the hypotheses and meticulous
3. Physics is a quantitative science. The relationships between variables may be expressed as
equations and graphs and often requires error analysis.
4. The Systeme International (SI) units are used in expressing the relationships between variables.
Materials
A handout sheet of metric conversion problems should be provided (see integration with Core Subjects)
Teacher-made transparency for A Strategy for Solving Problems
Scientific calculators
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The homework problems from Day 003 should be reviewed at the beginning of class.
A worksheet should be created that leads students on how to convert units and models a problem-
solving strategy that can be used to solve physics problems. (See Strategy for Solving Problems.)
After reviewing the Strategy for Solving Problems, students should be given a handout of metric
conversion problems and work several with the teacher.
Connection(s)
everyday life each to be 5" x 8" or larger and in color. Examples may show:
motion, force, energy, matter, heat, light, sound and electricity.
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being studied.
being studied.
Explore the following Internet address for more information about physics at
http://www.cpsurf.com.
Assessment
Continuous assessment should be made for class participation.
Homework
Metric conversion problems not completed in class should be assigned for homework.
In addition to the problems, inform students that a quiz will be given on Day 005 to include all materials
presented during the last four days.
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Teacher Notes
Laboratory work planned for Day 006 is done outside the building. Every school has its individual rules
about taking students outside the building though students remain on school property. It is best to check
with an administrator before going out of the building. If a school hallway will be used for these
activities, it is also best to clear its use with the administration. These labs can easily take more than one
class period if time has not been allocated to its planning before the actual lab day.
Reminder: Safety first in all laboratory activities. You must set the ground rules. Physics has many fun
labs, but students need to remember they are doing them with a purpose.
The teacher should consult the Blueprint (Appendix A) and Program of Study (Appendix B) for
additional ideas.
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Strategy for Solving Problems
This strategy for solving problems in physics involves three steps and a drawing if
that will help you visualize the question and the solution. It is, in fact, a problem
solving strategy:
1. Determine what you already know or are given.
2. Determine what you want to find.
3. Determine what can bridge the gap between given and find.
Example: Lets say you want to change three feet to centimeters. Then:
1. You know that you have three feet.
2. You know that you want to end up with the number of centimeters that are
in those three feet.
3. You can check a conversion chart for the conversion factor and multiply
by it, making sure that the units cancel so that you end up with the unit
that you want.
So, this is how it works:
Given: 3 feet
Find: Centimeters (in the 3 feet)
Therefore, 3 feet x 12 inches x 2.5 cm, where the feet and inches cancel.
1 1 foot 1 inch
The Bridge: From a conversion chart, you can read that 12 inches = 1 foot and that
2.5 cm = 1 inch. Look at what units cancel and double check that you are arriving
at the units you want. The problem becomes 3 x 12 x 2.5 cm divided by
1 x 1 x 1 = 90 cm.
Note that this is a very simple example that could be done in ones head, but it
illustrates how to solve problems and can be used when you are not sure of the
answer. Remember that if the units work out, than you just need to make sure you
are doing your computations correctly.
So, now you are ready to do some conversions on your own. Change the 90 cm
answer into meters and kilometers. Check with your neighbor and the instructor.
Then, go on to the metric conversion worksheet.

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STRUCTURED CURRICULUM LESSON PLAN

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