Last updated: 10/6/2010
Niagara Falls City School District
630 66th Street, Niagara Falls, NY 14304


Science - Physics - 10 Weeks

(5) MST1.C.C.MA1.1 Students use algebraic and geometric representations to describe and compare data.
1.1a Use scaled diagrams to represent and manipulate vector quantities p82-95 LAB: Measurement of Length

WS: Graphical Analysis of Motion

WS: Review Graphical Analysis

CHAPTER 1 Skills Lab: Physics and Measurement Pg. T35
Reading in the Content Area

Chemistry
Dependent and Independent Variables

C.A.D. & Architecture
Building Trades & Blueprints
Auto Mechanics & Calibrations
Lab Portfolios

Alternative Assessment Pg. 31
(5) MST1.C.C.MA1.1 Students use algebraic and geometric representations to describe and compare data.
1.1b Represent physical quantities in graphical form p21-22 See above See above See above
(5) MST1.C.C.MA1.1 Students use algebraic and geometric representations to describe and compare data.
1.1c Construct graphs of real-world data (scatter plots, line or curve of best fit) See above See above See above See above
(5) MST1.C.C.MA1.1 Students use algebraic and geometric representations to describe and compare data.
1.1d Manipulate equations to solve for unknowns p22-24, 832-845 See above See above See above
(5) MST1.C.C.MA1.1 Students use algebraic and geometric representations to describe and compare data.
1.1e Use dimensional analysis to confirm algebraic solutions p854-865 See above See above See above
(1) MST1.C.C.MA2.1 Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.
2.1a Interpret graphs to determine the mathematical relationship between the variables Pg. 840 See above See above See above
(1) MST1.C.C.MA3.1 Students apply algebraic and geometric concepts and skills to the solution of problems.
3.1a Explain the physical relevance of properties of a graphical representation of real-world data, e.g., slope, intercepts, area under the curve Pg. 45-46, 837 See above See above See above
(1) MST1.C.LE.LE.1.1 Students elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.
1.1a Develop extended visual models and mathematical formulations to represent an understanding of natural phenomena
1.1b Clarify ideas through reasoning, research, and discussion
1.1c Evaluate competing explanations and overcome misconceptions
p6-9 Models in Physics

Construct Disney World using erector set.
Biology
Serendipity & Science

Construct Disney World using erector set.
Lab Portfolios

Alternative Assessment p 31
(1) MST1.C.LE.LE.2.1 Students devise ways of making observations to test proposed explanations.
2.1a Design an experiment to investigate the relationship between physical phenomena p6-10, 21-23, 16-17, 845-846 See above See above See above
(2) MST1.C.LE.LE.3.1 Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.
3.1a Use appropriate methods to present scientific information (e.g., lab reports, posters, research papers, or multimedia presentations) p21-23 Accuracy and Precision Demonstration p16

Significant Figures Demonstration p16
Math- Calculations Lab Portfolios

Alternative Assessment p 31
(2) MST1.C.LE.LE.3.1 Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.
3.1b Identify possible sources of error in data collection and explain their effects on experimental results p16-17 See above See above See above
(1) MST1.C.C.ED.1.2 Students engage in the following steps in a design process: identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.
3.2a Examine collected data to evaluate the reliability of experimental results, including percent error, range, standard deviation, line of best fit, and the use of the correct number of significant digits p16-19, 23-25
(2) MST2.C.P.IS.1.2 Students prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software, etc.)
1.2a Extend knowledge of physical phenomena through independent investigation, e.g., literature review, electronic resources, library research p4-9 “Mars Climate Orbiter Mission” article p13 Reading in the Content Area Lab Portfolios

Alternative Assessment p 31
(2) MST2.C.P.IS.1.2 Students prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software, etc.)
1.2b Use appropriate technology to gather experimental data, develop models, and present results p6-9 See above See above See above
(1) MST2.C.ES.IS.1.1 Students access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
1.3a Use knowledge of physics to evaluate articles in the popular press on contemporary scientific topics p4-5 See above See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1a Measured quantities can be classified as either vector or scalar. p82-85
Hewitt's Conceptual Physics - Ch. 5 pp68-79
Hewitt's Conceptual Physics - p14
Vectors

LAB: Vector Addition

LAB: Addition of Force Vectors
Addition of Force Vectors Lab (DOC)
Math A- Angle of Elevation and Depression

Math B- Formulas and Equations

Social Studies- Mapping

Phys. Ed.- Long Jump, Basketball, Soccer
Lab Portfolios

Alternative Assessment Pg. 73, 113
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1b A vector may be resolved into perpendicular components. p90-91 See above See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1c The resultant of two or more vectors, acting at any angle, is determined by vector addition. p87-89 See above See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1d An object in linear motion may travel with a constant velocity* or with acceleration*.
(Note: Testing of acceleration will be limited to cases in which acceleration is constant.)
p48-58, 95 LAB Chapter 2 Skills: Free Fall Acceleration

LAB: Graphic Analysis of Acceleration

LAB: Acceleration of Gravity
See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1e An object in free fall accelerates due to the force of gravity.* Friction and other forces cause the actual motion of a falling object to deviate from its theoretical motion.
(Note: Initial velocities of objects in free fall may be in any direction.)
p60, 135, 246 See above See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1f The path of a projectile is the result of the simultaneous effect of the horizontal and vertical components of its motion; these components act independently. p95-100, 904 LAB: Graphical Analysis of Motion See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1g A projectile's time of flight is dependent upon the vertical component of its motion. See above LAB: Distance v Time See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1h The horizontal displacement of a projectile is dependent upon the horizontal component of its motion and its time of flight. See above LAB: Motion in 2- Dimensions

WS: Motion

LAB Chapter 3 Inquiry: Velocity of a Projectile

WS: Vectors and Projectiles
See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1i According to Newton's First Law, the inertia of an object is directly proportional to its mass. An object remains at rest or moves with constant velocity, unless acted upon by an unbalanced force. p125-129 Newton’s Laws

WS: Forces
See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1j When the net force on a system is zero, the system is in equilibrium. p129, 906 LAB Chapter 4 Skills: Force and Acceleration See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1k According to Newton's Second Law, an unbalanced force causes a mass to accelerate*. p130-132, 247, 906-907 LAB: Mass v Acceleration See above See above
(12) MST4.C.P.5.1 Students can explain and predict different patterns of motion of objects (e.g. linear and uniform circular motion, velocity and acceleration, momentum and inertia).
5.1l Weight is the gravitational force with which a planet attracts a mass*. The mass of an object is independent of the gravitational field in which it is located. p241, 252 See above See above See above
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