Lesson Plans

H. Wright

2020-05-27

Plans change periodically. For updates:

Lesson Plans

Lesson Plans

For a lesson calendar:

Lesson Calendar

Lesson Calendar

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Take measurements and analyze data to characterize the motion of a cart rolling down a ramp and across a lab table

* Access and use prior knowledge on data analysis and documentation of experimental results

* Access and use prior knowledge on data analysis and documentation of experimental results

* Collect and analyze spark timer data for a cart rolling down a ramp and then across a lab table

* Teach standard components of lab reports

* Teach standard components of lab reports

* Check individual student work during lab

* Call on students during class discussion

* Grade lab report

* Call on students during class discussion

* Grade lab report

* ActivBoard & chalkboard

* Lab materials: Spark timer, inclined plane, small lab cart

* PG Website

* Handout

* Lab materials: Spark timer, inclined plane, small lab cart

* PG Website

* Handout

* Finish lab report

Use this lab as a reminder of how to write lab reports in AP Physics, and in conjunction with activating knowledge about motion graphs.

Per 1: Prep for lab and collect data

Per 2: Use Google sheets for analysis, step-by-step instructions

Per 3: Discuss preliminary questions and preparation of report

Per 1: Prep for lab and collect data

Per 2: Use Google sheets for analysis, step-by-step instructions

Per 3: Discuss preliminary questions and preparation of report

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Re-activate knowledge of kinematics through class discussion and examples

* Distinguish between position and displacement and acknowledge their vector nature

* Become familiar with AP-level symbols used in formulas related to kinematics

* Explore origins kinematics equations

* Distinguish between position and displacement and acknowledge their vector nature

* Become familiar with AP-level symbols used in formulas related to kinematics

* Explore origins kinematics equations

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Handouts

* Handouts

* Pre - Read / Outline Chapters 2, 3 and 4 in first week of school

* Post - Representative problems from textbook

* Post - Representative problems from textbook

* Day one: Class discussion with examples

* Day two: PCA on motion equations and lecture summarizing content of previous discussion

* Day two: PCA on motion equations and lecture summarizing content of previous discussion

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Recognize the vector nature of kinematics equations including nuances related to each equation

* Recognize that the kinematics equations refer to two- and three-dimensional motion and recognize the symbols used to represent multidimensional motion, including unit vectors

* Recognize that the kinematics equations refer to two- and three-dimensional motion and recognize the symbols used to represent multidimensional motion, including unit vectors

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Handouts

* Handouts

* Pre - Read / Outline Chapters 2, 3 and 4 in first week of school

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Recognize the role of differential and integral calculus in describing motion

* Explore extensions to kinematics equations taking non-uniform acceleration into account

* Use substitution to represent two-dimensional motion without time as a variable

* Explore extensions to kinematics equations taking non-uniform acceleration into account

* Use substitution to represent two-dimensional motion without time as a variable

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Handouts

* Handouts

* Pre - Read / Outline Chapters 2, 3 and 4 in first week of school

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Describe the use of Euclidean geometry in classical mechanics, and recognize that other geometrical systems are necessary in modern physics

* Distinguish between position and displacement, and recognize position as a vector as defined by the frame of reference being used for analysis

* Recognize that while velocity is relative, acceleration is detectable regardless of reference frame, and that Newton's laws are only valid in inertial reference frames

* Distinguish between position and displacement, and recognize position as a vector as defined by the frame of reference being used for analysis

* Recognize that while velocity is relative, acceleration is detectable regardless of reference frame, and that Newton's laws are only valid in inertial reference frames

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Handouts

* Handouts

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Apply differential and integral calculus to polynomial functions, and recognize integration as the inverse of differentiation

* Interpret graphical trends using calculus principles, that is, differentiation yields the slope of the tangent line at a fixed point on a graph (the derivative of velocity yields acceleration) and integration yields "area under the curve" (the integral of velocity yields displacement)

* Use differential and integral calculus in solving motion-related problems involving functions with time as the variable

* Interpret graphical trends using calculus principles, that is, differentiation yields the slope of the tangent line at a fixed point on a graph (the derivative of velocity yields acceleration) and integration yields "area under the curve" (the integral of velocity yields displacement)

* Use differential and integral calculus in solving motion-related problems involving functions with time as the variable

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign online problems with correction / resubmit option

* Call on students at random or with emphasis on students who may need assistance

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Representative AP Problems

* Representative AP Problems

* Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Write and solve problems with the two-dimensional kinematics equations for acceleration

* Use calculus and the chain rule to describe motion (position, velocity, acceleration), to include both x- and y- position as a function of time, y- position as a function of x, and velocity and acceleration as a function of time and position

* Use calculus and the chain rule to describe motion (position, velocity, acceleration), to include both x- and y- position as a function of time, y- position as a function of x, and velocity and acceleration as a function of time and position

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign online problems with correction / resubmit option

* Call on students at random or with emphasis on students who may need assistance

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Representative AP Problems

* Representative AP Problems

* Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Define projectile motion

* Use the two-dimensional kinematics equations to solve problems related to projectile motion

* Use the two-dimensional kinematics equations to solve problems related to projectile motion

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign online problems with correction / resubmit option

* Call on students at random or with emphasis on students who may need assistance

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Representative AP Problems

* Representative AP Problems

* Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Vary the height of a horizontal projectile launch, and measure range to discover the relationship between these two quantities

* Predict the range of an angled projectile launch, and test the prediction

* Predict the range of an angled projectile launch, and test the prediction

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Peer teaching / collaboration during lab

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* Handout

* Lab Equipment: Spring guns, clamps, plumb bobs, tape, carbon paper

* Worksheet

* Lab Equipment: Spring guns, clamps, plumb bobs, tape, carbon paper

* Worksheet

None

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Define centripetal / radial acceleration

* Differentiate between radial and tangential acceleration

* Explain centripetal and radial acceleration through the use of two-dimensional velocity vectors

* Solve problems related to centripetal acceleration, to include frequency and period

* Differentiate between radial and tangential acceleration

* Explain centripetal and radial acceleration through the use of two-dimensional velocity vectors

* Solve problems related to centripetal acceleration, to include frequency and period

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Representative AP Problems

* Representative AP Problems

* Representative problems from textbook

* Start homework problems in class.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Perform relative displacement, velocity, and acceleration calculations for two objects moving relative to each other and a common reference frame

* Use relative displacement, velocity, and acceleration to solve selected problems more easily

* Use relative displacement, velocity, and acceleration to solve selected problems more easily

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Successfully answer questions and solve problems based on the material covered in this unit

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

Use book, board and / or worksheet problems, allowing students to finish for homework if necessary. Pre-class may consist of important, challenging problems.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Kinematics in One and Two Dimensions

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate mastery of the material in this unit in an AP-style common test

* One-on-one teacher / student instruction during practice session

* Monitor proficiency during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Newton's Laws of Motion

STANDARDS (AP Physics C Learning Objectives): view

* Recognize force as an interaction between objects that can change the particle's velocity

* List and describe common contact and long-range forces, including normal force, tension, friction, and weight

* Recognize that all forces originate with the three fundamental forces

* Identify the forces acting on an object, and draw a free-body diagram

* Recite Newton's three laws of motion, and utilize these laws to compute the unbalanced force on an object

* List and describe common contact and long-range forces, including normal force, tension, friction, and weight

* Recognize that all forces originate with the three fundamental forces

* Identify the forces acting on an object, and draw a free-body diagram

* Recite Newton's three laws of motion, and utilize these laws to compute the unbalanced force on an object

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Pre - Read / Outline Sections 5.1 to 5.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Newton's Laws of Motion

STANDARDS (AP Physics C Learning Objectives): view

* Use Newton's laws and principles of kinematics to compute position, velocity, and acceleration of objects

*Identify forces internal and external to a system and use the system / object model in force computations for systems (multi-object problems)

*Identify forces internal and external to a system and use the system / object model in force computations for systems (multi-object problems)

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 5.7 and 5.8

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Newton's Laws of Motion

STANDARDS (AP Physics C Learning Objectives): view

* Recognize radial and tangential forces on objects undergoing circular motion

* Solve problems related to forces experienced by objects in circular motion

* Solve problems related to forces experienced by objects in circular motion

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 6.1 and 6.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Newton's Laws of Motion

STANDARDS (AP Physics C Learning Objectives): view

* Investigate forces that vary with velocity using graphical and calculus methods

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Lab materials: Coffee filters and Labquest with motion sensor connected to computer

* Representative AP Problems

* Lab materials: Coffee filters and Labquest with motion sensor connected to computer

* Representative AP Problems

* None specific to this lesson

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Newton's Laws of Motion

STANDARDS (AP Physics C Learning Objectives): view

* Analyze the motion of a chain as it slides off of a table using Newton's laws

* Investigate time-varying forces by numerical, graphical, and mathematical means (differential and integral calculus)

* Investigate time-varying forces by numerical, graphical, and mathematical means (differential and integral calculus)

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign online questions

* Call on students at random or with emphasis on students who may need assistance

* Assign online questions

* ActivBoard & chalkboard

* Lab materials: chain, spark timer with timer tape, metric tape measure

* Handout

* Google Classroom

* Lab materials: chain, spark timer with timer tape, metric tape measure

* Handout

* Google Classroom

* Finish activity

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Newton's Laws of Motion

STANDARDS (AP Physics C Learning Objectives): view

* Successfully answer questions and solve problems based on the material covered in this unit

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

Use book, board and / or worksheet problems, allowing students to finish for homework if necessary. Pre-class may consist of important, challenging problems.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Newton's Laws of Motion

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate mastery of the material in this unit in an AP-style common test.

* Board presentation with notes and examples.

* Class discussion with inquiry method.

* Class discussion with inquiry method.

* Assign online problems with correction / resubmit option.

* Test

* Test

* ActivBoard & chalkboard

* Online problems

* Study for test

* Study for test

Multiple period review: sample multiple choice questions, online questions, and general Q&A, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* Describe work, various forms of energy, and momentum: vector or scalar, how calculated

* Recognize that the impulse-momentum theorem, conservation of momentum, and conservation of energy are consistent with Newton's laws of motion

* Distinguish situations when work is done on an object from those where work is zero, and distinguish situations where work is positive from those where work is negative

* Distinguish between elastic, inelastic, and perfectly inelastic interactions

* Choose conservation of momentum as a solution method for inelastic collisions between two objects, and calculate the amount of kinetic energy lost in these collisions

* Recognize that the impulse-momentum theorem, conservation of momentum, and conservation of energy are consistent with Newton's laws of motion

* Distinguish situations when work is done on an object from those where work is zero, and distinguish situations where work is positive from those where work is negative

* Distinguish between elastic, inelastic, and perfectly inelastic interactions

* Choose conservation of momentum as a solution method for inelastic collisions between two objects, and calculate the amount of kinetic energy lost in these collisions

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard and chalkboard

* PG Website

* Representative AP problems

* PG Website

* Representative AP problems

* Skim chapters 7, 8, and 9

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* Find the scalar product of two vectors, including vectors stated in unit vector notation

* Recognize that the scalar product obeys the commutative and distributive properties, and use these facts in solving problems

* Recognize that the scalar product obeys the commutative and distributive properties, and use these facts in solving problems

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 7.1 and 7.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* Use integration to find work done by forces which vary with displacement

* Find work done by the force of gravity in space, by springs which obey Hooke's law and those for which force varies according to an integrable function of displacement, and by other forces that varying in accordance with an integrable function of displacement

* Find work done by the force of gravity in space, by springs which obey Hooke's law and those for which force varies according to an integrable function of displacement, and by other forces that varying in accordance with an integrable function of displacement

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 7.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* State and explain the work-energy theorem, using the fact that objects can possess only kinetic energy

* Use the work-energy theorem to solve problems

* State the definition of power, and solve related problems, including those involving the calculus-based formulation of power and power as constant force x velocity

* Use the work-energy theorem to solve problems

* State the definition of power, and solve related problems, including those involving the calculus-based formulation of power and power as constant force x velocity

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 7.4 and 7.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* Define potential energy, name common sources of potential energy, and derive the formula for common sources of potential energy from the work done by the related force

* Distinguish conservative from non-conservative forces, and perform calculations involving each to find changes in energy within a system

* Distinguish conservative from non-conservative forces, and perform calculations involving each to find changes in energy within a system

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 8.1 - 8.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* State the law of conservation of mechanical energy

* Use the law of conservation of mechanical energy, in conjunction with calculation of work done by nonconservative forces, to solve problems related to transfer of energy within systems and between systems and their environment

* Use the law of conservation of mechanical energy, in conjunction with calculation of work done by nonconservative forces, to solve problems related to transfer of energy within systems and between systems and their environment

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 8.4 - 8.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* State the impulse-momentum theorem and the law of conservation of momentum

* Solve problems related to impulse, momentum, and conservation of momentum in one- and two-dimensions

* Solve problems related to impulse, momentum, and conservation of momentum in one- and two-dimensions

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 9.1 - 9.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* Define center of mass, and calculate center of mass for regular objects

* Recognize that center of mass and center of gravity are at the same point if g is the same everywhere within the object

* Describe the implications of the concept of center of mass, and the law of conservation of momentum, on the motion of a system of particles

* Recognize that center of mass and center of gravity are at the same point if g is the same everywhere within the object

* Describe the implications of the concept of center of mass, and the law of conservation of momentum, on the motion of a system of particles

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 9.6 - 9.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire / PowerPoint presentation with notes and examples

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

Use book, board and / or worksheet problems, allowing students to finish for homework if necessary. Pre-class may consist of important, challenging problems.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate mastery of the material in this unit in an AP-style common test.

* One-on-one teacher / student instruction during practice session

* Monitor proficiency during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Energy and Linear Momentum

STANDARDS (AP Physics C Learning Objectives): view

* Apply dynamics principles to design a small car powered by a falling weight

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Check individual student work during lab

* Lab equipment and materials supplied by students

* Handout

* Handout

* Finish plans and construction of car

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Recognize and define rotational and angular quantities related to kinematics

* Write and use rotational kinematics equations that are analogs to the linear equations learned in unit 2

* Write and use rotational kinematics equations that are analogs to the linear equations learned in unit 2

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 10.1 - 10.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Recognize the moment of inertia as a formulation intended for mathematical convenience as the analog for mass in rotational calculations

* Recognize that moment of inertia arises from a calculation of kinetic energy for a revolving particle

* Use integration with respect to radius to calculate the moment of inertia for common shapes

* Use the parallel axis theorem to calculate the moment of inertia of common shapes rotating about axes in locations other than through the center of mass

* Recognize that moment of inertia arises from a calculation of kinetic energy for a revolving particle

* Use integration with respect to radius to calculate the moment of inertia for common shapes

* Use the parallel axis theorem to calculate the moment of inertia of common shapes rotating about axes in locations other than through the center of mass

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 10.4 - 10.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Define torque, recognize torque as the rotational analog to force, and write Newton's second law for rotation

* Solve problems involving rotation and Newton's second law

* Define power in a rotational context and solve problems involving torque and power

* Solve problems involving rotation and Newton's second law

* Define power in a rotational context and solve problems involving torque and power

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 10.6 - 10.8

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Describe the conditions for rolling without slipping, and compute translational and rotational kinetic energy for an object which is rolling without slipping

* Solve problems related to kinematics and energy of rolling objects

* Solve problems related to kinematics and energy of rolling objects

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 11.1

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Solve problems related to kinematics and energy of rolling objects to verify the results of an experiment where a disk or hoop is rolled down an incline and across the floor

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* One-on-one teacher / student instruction during lab

* Check individual student work during lab

* Lab materials: Inclined plane, disk or hoop, timer (supplied by student)

None

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Compute the vector (cross) product of two vectors expressed in unit vector notation

* Compute the torque associated with radius and force vectors expressed in unit vector notation

* Use the right-hand rule to determine the direction of the vector product

* Compute the torque associated with radius and force vectors expressed in unit vector notation

* Use the right-hand rule to determine the direction of the vector product

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Handout

* Handout

* Pre - Read / Outline Section 11.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Define angular momentum and state Newton's second law for rotation stated in terms of torque and angular momentum

* Calculate the angular momentum of rotating objects and systems

* Calculate the angular momentum of rotating objects and systems

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 11.3 - 11.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* State the law of conservation of angular momentum

* Use the law of conservation of angular momentum to solve problems

* Describe qualitatively the origins of precessional motion in conservation of angular momentum

* Use the law of conservation of angular momentum to solve problems

* Describe qualitatively the origins of precessional motion in conservation of angular momentum

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 11.5 - 11.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* State the conditions for static equilibrium

* Use the conditions for equilibrium to solve problems involving the magnitudes and locations of forces applied to objects in static equilibrium

* Use the conditions for equilibrium to solve problems involving the magnitudes and locations of forces applied to objects in static equilibrium

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 12.1 - 12.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Apply torque and rotational energy principles to analyze the motion of a falling toilet paper roll

* Measure accurately drop rolls from specified heights

* Measure accurately drop rolls from specified heights

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Check individual student work during lab

* Lab equipment and materials supplied by students

* Handout

* Handout

* Bring materials (toilet paper rolls) for contest in class

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Measure forces and radii on a balanced bar with weights attached, and verify that the sum of the torques is zero, or use the fact that torques sum to zero to solve for an unknown quantity.

* One-on-one teacher / student instruction during lab.

* Peer teaching / collaboration during lab.

* Peer teaching / collaboration during lab.

* Check individual student work during lab.

* Collect and check lab and related homework.

* Collect and check lab and related homework.

* ActivBoard & chalkboard

* Meter sticks, clamps, fulcrums, standard masses

* Meter sticks, clamps, fulcrums, standard masses

Finish activity if necessary

Can be a quick in-class activity on loose leaf or a conventional activity with questions to be finished at home.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire / PowerPoint presentation with notes and examples

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Rotational Kinematics and Dynamics, Equilibrium

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate mastery of the material in this unit in an AP-style common test.

* One-on-one teacher / student instruction during practice session

* Monitor proficiency during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Describe the physical conditions that produce simple harmonic motion (SHM): a restoring force directly proportional to the displacement from equilibrium

* Recognize the mathematical equations related to SHM: force, displacement, velocity, acceleration, and period

* Recognize the origins of the sinusoidal velocity and acceleration equations as being the first and second derivatives of displacement, respectively

* Draw and interpret graphs related to SHM: position vs. time, velocity vs. time, acceleration vs. time

* Select and use SHM equations to solve related mathematical problems

* Compare and contrast simple harmonic motion with uniform circular motion

* Recognize the mathematical equations related to SHM: force, displacement, velocity, acceleration, and period

* Recognize the origins of the sinusoidal velocity and acceleration equations as being the first and second derivatives of displacement, respectively

* Draw and interpret graphs related to SHM: position vs. time, velocity vs. time, acceleration vs. time

* Select and use SHM equations to solve related mathematical problems

* Compare and contrast simple harmonic motion with uniform circular motion

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 13.1 and 13.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Explore the purpose of each variable in the simple harmonic motion equation by collecting motion data for a vertical harmonic spring / mass system using a Labquest or similar electronic data collection device

* Lab with electronic data collection

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* Multiple representations (graphical and algebraic)

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* Multiple representations (graphical and algebraic)

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Lab materials: Vertical harmonic spring, support to hang spring, 200-g masses

* Finish lab report

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Derive the expression for the period of oscillation of a mass on a spring

* Apply general principles of simple harmonic oscillators to horizontal and vertical spring systems, including special cases where the sin or cos functions are best used to describe the system

* Recognize and work with formulas to determine the energies of systems undergoing simple harmonic motion

* Draw and interpret graphs of kinetic and potential energies in simple harmonic systems with respect to displacement and time

* Apply general principles of simple harmonic oscillators to horizontal and vertical spring systems, including special cases where the sin or cos functions are best used to describe the system

* Recognize and work with formulas to determine the energies of systems undergoing simple harmonic motion

* Draw and interpret graphs of kinetic and potential energies in simple harmonic systems with respect to displacement and time

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 13.2 and 13.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Create a graph of period vs. mass for a simple inertial mass apparatus

* Create a procedure for use of the apparatus in measuring an unknown mass

* Create a procedure for use of the apparatus in measuring an unknown mass

* Multiple representations (graphical and algebraic)

* Use of computer simulation in demonstrations or lab

* Peer teaching / collaboration during lab

* Use of computer simulation in demonstrations or lab

* Peer teaching / collaboration during lab

* Check individual student work during lab

* Collect and check lab worksheet

* Collect and check lab worksheet

* ActivBoard and chalkboard

* Lab materials: Labquest with motion detector, meter stick, small C clamps, large table clamp, electronic balance

* Lab materials: Labquest with motion detector, meter stick, small C clamps, large table clamp, electronic balance

* Finish procedure (one per group in Google classroom)

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Apply the principles of SHM to simple pendulums to derive and apply the expression for period of such pendulums, and describe the approximation that must be used for the period of small oscillations

* Analyze torsional and physical pendulums to determine the period of small oscillations

* Analyze torsional and physical pendulums to determine the period of small oscillations

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 13.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Qualitatively describe the pattern of motion associated with damped oscillations, and the conditions under which resonance will occur

* Relate the mathematics of damped and forced oscillation to the qualitative description

* Relate the mathematics of damped and forced oscillation to the qualitative description

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 13.6 and 13.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Determine the gravitational force that one massive object puts on another

* Determine the gravitational force as a function of distance for objects at a specified distance outside a spherically symmetrical mass

* Determine the gravitational force as a function of distance for objects at a specified distance outside a spherically symmetrical mass

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 14.1 - 14.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Recognize that motion does not depend on the object’s mass

* Describe qualitatively how the velocity, period of revolution and centripetal acceleration depend upon the radius of the orbit

* Derive expressions for the velocity and period of revolution in such an orbit

* Derive Kepler's third law for the case of circular orbits

* Derive and apply the relations among kinetic energy, potential energy and total energy for such an orbit

* State and use Kepler's three laws of planetary motion

* Apply conservation of angular momentum to determine the velocity and radial distance at any point in the orbit

* Apply angular momentum conservation and energy conservation to relate the speeds of an object at the two extremes of an elliptical orbit

* Describe qualitatively how the velocity, period of revolution and centripetal acceleration depend upon the radius of the orbit

* Derive expressions for the velocity and period of revolution in such an orbit

* Derive Kepler's third law for the case of circular orbits

* Derive and apply the relations among kinetic energy, potential energy and total energy for such an orbit

* State and use Kepler's three laws of planetary motion

* Apply conservation of angular momentum to determine the velocity and radial distance at any point in the orbit

* Apply angular momentum conservation and energy conservation to relate the speeds of an object at the two extremes of an elliptical orbit

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 14.4 - 14.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Determine the strength of the gravitational field at a specified point outside a spherically symmetrical mass

* Describe the gravitational force inside and outside a uniform sphere, and calculate how the field at the surface depends on the radius and density of the sphere

* Apply energy conservation in analyzing the motion of an object that is projected straight up from a planet’s surface or that is projected directly toward the planet from far above the surface

* Describe the gravitational force inside and outside a uniform sphere, and calculate how the field at the surface depends on the radius and density of the sphere

* Apply energy conservation in analyzing the motion of an object that is projected straight up from a planet’s surface or that is projected directly toward the planet from far above the surface

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 14.6 - 14.10

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire / PowerPoint presentation with notes and examples

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Oscillatory Motion and Gravity

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Electrostatic Force and Electric Fields

STANDARDS (AP Physics C Learning Objectives): view

* Perform mathematical processes to determine the mass of a single paper clip from masses of multiple piles of an unknown number of clips, similar to those performed by Robert Millikan to measure the charge on a single electron

* Describe the Millikan experiment and relate its method to the method of data collection and analysis in this activity

* Describe the Millikan experiment and relate its method to the method of data collection and analysis in this activity

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Check individual student work during lab

* Collect and check lab worksheet

* Collect and check lab worksheet

* ActivBoard and chalkboard

* Paper clips, electronic balance

* Paper clips, electronic balance

* Finish lab report

Whole class participation in data collection, individual analysis of data, quick turnaround.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Electrostatic Force and Electric Fields

STANDARDS (AP Physics C Learning Objectives): view

* Describe the physical conditions that cause objects to have excess charge in terms of movement of electrons and charging mechanisms

* Describe the physical properties of insulators (typically nonmetals) and conductors (typically metals) that lead to their respective electrical properties (polarization of molecules vs. free movement of electrons)

* Recognize the quantized nature of electric charge (electrons and protons)

* State the first law of electrostatics (like charges repel and opposites attract)

* Apply the first law of electrostatics and an understanding of the behavior of charged and neutral conductors and insulators to common scenarios of electrostatic attraction and repulsion

* Describe the physical properties of insulators (typically nonmetals) and conductors (typically metals) that lead to their respective electrical properties (polarization of molecules vs. free movement of electrons)

* Recognize the quantized nature of electric charge (electrons and protons)

* State the first law of electrostatics (like charges repel and opposites attract)

* Apply the first law of electrostatics and an understanding of the behavior of charged and neutral conductors and insulators to common scenarios of electrostatic attraction and repulsion

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Demonstration(s)

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Demonstration(s)

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Electrostatics kit for demo

* Outside Website (Phet simulation)

* Electrostatics kit for demo

* Outside Website (Phet simulation)

* Pre - Read / Outline Sections 23.1 and 23.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Truncated electrostatics demonstrations vs. first year course with whole class discussion.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Electrostatic Force and Electric Fields

STANDARDS (AP Physics C Learning Objectives): view

* State Coulomb's law, and apply Coulomb's law as a quantitative characterization of the electrostatic force

* Compare and contrast the electrostatic force and the gravitational force

* Analyze the force created by systems of multiple electric charges

* Compare and contrast the electrostatic force and the gravitational force

* Analyze the force created by systems of multiple electric charges

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Section 23.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Electrostatic Force and Electric Fields

STANDARDS (AP Physics C Learning Objectives): view

* Define electric field and recognize its significance in characterizing the generic influence of an electric charge

* Combine the electric fields of two or more point charges to determine the net electric field at a point in space near the charges, using the vector nature of electric field

* Use and interpret electric field lines as a means of visualizing the magnitude and direction of an electric field

* Combine the electric fields of two or more point charges to determine the net electric field at a point in space near the charges, using the vector nature of electric field

* Use and interpret electric field lines as a means of visualizing the magnitude and direction of an electric field

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 23.4 and 23.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Electrostatic Force and Electric Fields

STANDARDS (AP Physics C Learning Objectives): view

* Recognize patterns in the electric field resulting from two charges

* Use calculus to determine the electric field associated with simple continuous charge distributions (lines, rings, disks)

* Use calculus to determine the electric field associated with simple continuous charge distributions (lines, rings, disks)

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Class discussion with inquiry method

* Board presentation to document / post problems solved

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Website

* Representative AP problems

* Website

* Representative AP problems

* Pre - Read / Outline Section 23.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Electrostatic Force and Electric Fields

STANDARDS (AP Physics C Learning Objectives): view

* Apply Newton's laws of motion to the movement of charged particles in a uniform electric field

* Interpret the influence of electric fields on charged particles by comparison to the influence of gravitational fields on massive objects

* Interpret the influence of electric fields on charged particles by comparison to the influence of gravitational fields on massive objects

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Section 23.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Electrostatic Force and Electric Fields

STANDARDS (AP Physics C Learning Objectives): view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Electrostatic Force and Electric Fields

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* Define electric flux, and determine electric flux for simple surface examples based on electric field strength, surface area, and angle between the field and a normal to the surface (mathematically and qualitatively by inspection of field lines piercing the surface)

* Recognize that closed surfaces containing no electric charge will have a flux of zero

* Recognize that closed surfaces containing no electric charge will have a flux of zero

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Pre - Read / Outline Section 24.1

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* State Gauss's law, relate it to the simple case of a spherical Gaussian surface around a point charge, and recognize that the law is true in general for any closed surface

* Apply Gauss's law to charged insulators to determine the electric field inside and around these insulators (by choosing Gaussian surfaces for which the electric field can be shown by symmetry to be uniform)

* Apply Gauss's law to charged insulators to determine the electric field inside and around these insulators (by choosing Gaussian surfaces for which the electric field can be shown by symmetry to be uniform)

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 24.2 and 24.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* State the properties of conductors in electrostatic equilibrium, and justify them based on Newton's laws and the properties of electric charges

* Determine charge distributions and charge densities on insulators and conductors based on their respective behaviors and properties

* Determine charge distributions and charge densities on insulators and conductors based on their respective behaviors and properties

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Class discussion with inquiry method

* Board presentation to document / post problems solved

* Class discussion with inquiry method

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 24.4 and 24.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* Relate the work done by an external force or by the electric force on a moving charged object to changes in the electric potential energy stored in the field

* Define the potential difference between two points in an electric field, and the electric potential of a point in space

* Perform calculations and derivations related to potential difference and electric potential

* Define the potential difference between two points in an electric field, and the electric potential of a point in space

* Perform calculations and derivations related to potential difference and electric potential

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 25.1

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* Use a semiconductor board to measure potential and record the positions of equipotential lines.

* Draw electric field lines from equipotential lines.

* Draw electric field arrows from electric field lines.

* Draw electric field lines from equipotential lines.

* Draw electric field arrows from electric field lines.

* Board presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Check individual student work during lab

* ActivBoard and chalkboard

* Lab materials: equipotential lab kits, power supply, voltmeter

* Lab materials: equipotential lab kits, power supply, voltmeter

* Add electric field lines to equipotential constructions

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* Apply the concept of electric potential and its mathematical relationship to electric field strength in performing calculations and derivations for the special cases of uniform electric field, single point charges, and combinations of point charges

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 25.2 and 25.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* Calculate or derive an expressing giving the electric field strength at a point in space if a function is known yielding electric potential as a function of position on a single axis, or in the case of radial symmetry, of position along a radial line

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic).

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic).

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 25.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* Use integration over a surface to compute the electric potential due to a ring (along an axial line through its center), due a uniformly charged disk (along an axial line through its center), due to a line of charge, and due to a sphere of uniform or radially symmetric charge distribution, both inside and outside of the sphere

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 25.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* Apply rules on the distribution of excess charge within a conductor in equilibrium to determine the electric potential within and around conductors of selected shapes (plates, spheres in electric contact, hollow conductors)

* Recognize that the electric potential within a charged, isolated conductor is uniform, and that the space inside a hollow conductor is also of uniform electric potential if no electric charge is enclosed within the conductor

* Recognize that the electric potential within a charged, isolated conductor is uniform, and that the space inside a hollow conductor is also of uniform electric potential if no electric charge is enclosed within the conductor

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 25.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Gauss's Law and Electric Potential

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* Define capacitance

* Derive the capacitance of isolated spherical conductors, parallel charged plates concentric conducting spheres, and concentric conducting cylinders, using Gauss's law and potential difference

* For parallel charged plates, compute the capacitance from the physical configuration of the capacitor (plate area and spacing)

* For parallel charged plates, recognize that the electric field between the plates is uniform (based on analysis for an infinite, charged conducting sheet), and compute the value of the electric field from the potential difference between the plates and the their spacing, or from the charge on the plates, and their area

* Perform the above using either the total amount of charge Q on the plates, or the relevant charge density (linear or area)

* Derive the capacitance of isolated spherical conductors, parallel charged plates concentric conducting spheres, and concentric conducting cylinders, using Gauss's law and potential difference

* For parallel charged plates, compute the capacitance from the physical configuration of the capacitor (plate area and spacing)

* For parallel charged plates, recognize that the electric field between the plates is uniform (based on analysis for an infinite, charged conducting sheet), and compute the value of the electric field from the potential difference between the plates and the their spacing, or from the charge on the plates, and their area

* Perform the above using either the total amount of charge Q on the plates, or the relevant charge density (linear or area)

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 26.1 and 26.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* Compute the capacitance of combinations of capacitors in series and parallel

* Calculate the energy stored in a capacitor or network of capacitors

* Compute and explain the impact on stored energy of increasing or decreasing the spacing between the plates of a parallel plate capacitor, while it is connected to a voltage source and while it is charged but disconnected from the voltage source

* Describe and compute the impact of inserting a dielectric between the plates of a capacitor, in whole or in part

* Describe the impact of the dielectric on the electric field between the plates, and relate this impact to the polarization of molecules within the dielectric

* Calculate the energy stored in a capacitor or network of capacitors

* Compute and explain the impact on stored energy of increasing or decreasing the spacing between the plates of a parallel plate capacitor, while it is connected to a voltage source and while it is charged but disconnected from the voltage source

* Describe and compute the impact of inserting a dielectric between the plates of a capacitor, in whole or in part

* Describe the impact of the dielectric on the electric field between the plates, and relate this impact to the polarization of molecules within the dielectric

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 26.3 - 26.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* Define electric current and electric resistance, state Ohm's law, and perform related simple calculations for single resistors

* Recognize that Ohm's law may be stated in terms of potential difference and current and resistance, or in terms of current density and electric field and conductance

* Describe the motion of electrons in a current-carrying conductor, and calculate drift velocity for electrons in electric current

* Recognize that Ohm's law may be stated in terms of potential difference and current and resistance, or in terms of current density and electric field and conductance

* Describe the motion of electrons in a current-carrying conductor, and calculate drift velocity for electrons in electric current

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 27.1 - 27.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* Understand the properties of voltmeters and ammeters, so they can state whether the resistance of each is high or low, and identify or show correct methods of connecting meters into circuits in order to measure voltage or current

* Measure voltage and current in a circuit

* Measure voltage and current in a circuit

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Check individual student work during lab

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

Lab equipment for circuitry: power supply, voltmeter, ammeters, resistors, connecting wires

Finish lab

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* Compute electric energy and power from potential difference, current, and/or resistance

* Recognize that batteries and other sources of potential difference have internal resistance

* Take internal resistance into account by distinguishing between emf and terminal voltage

* Recognize that batteries and other sources of potential difference have internal resistance

* Take internal resistance into account by distinguishing between emf and terminal voltage

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 27.6 and 28.1

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* Measure voltage and current in a circuit in order to find resistance graphically

* Use voltage and current measurements, and also physical properties of wire resistors, to accurately determine the resistance of wire resistors and the resistivity of the materials from which they are made

* Reinterpret data on voltage and current in terms of current density and electric field within the wire

* Use voltage and current measurements, and also physical properties of wire resistors, to accurately determine the resistance of wire resistors and the resistivity of the materials from which they are made

* Reinterpret data on voltage and current in terms of current density and electric field within the wire

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Check individual student work during lab

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

Lab equipment for circuitry: power supply, voltmeter, ammeters, resistors, connecting wires

Finish lab

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* State Kirchhoff's rules for loops and junctions

* Apply Kirchhoff's rules to the analysis of series, parallel, and combination networks of resistors connected to a single voltage source, and to more complex networks having multiple voltage sources and resistors, such that equivalent resistances, potential differences, and currents may be calculated for individual components and for subsets of the network

* Interpret and draw schematic diagrams of circuits

* Describe the properties and basic functionality of ammeters and voltmeters, and properly connect these devices into circuits to measure current and voltage

* Apply Kirchhoff's rules to the analysis of series, parallel, and combination networks of resistors connected to a single voltage source, and to more complex networks having multiple voltage sources and resistors, such that equivalent resistances, potential differences, and currents may be calculated for individual components and for subsets of the network

* Interpret and draw schematic diagrams of circuits

* Describe the properties and basic functionality of ammeters and voltmeters, and properly connect these devices into circuits to measure current and voltage

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 28.2 and 28.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* Analyze RC circuits for charge, potential difference, and current during charge and discharge

* Draw schematics of circuits such that capacitors may be charged or discharged using switches

* Analyze circuits consisting of one or more resistors, one or more capacitors, and switches to connect and disconnect circuit branches, both when a switch is first closed and after circuit elements have been connected for a long time, such that the capacitors are fully charged

* Draw schematics of circuits such that capacitors may be charged or discharged using switches

* Analyze circuits consisting of one or more resistors, one or more capacitors, and switches to connect and disconnect circuit branches, both when a switch is first closed and after circuit elements have been connected for a long time, such that the capacitors are fully charged

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 28.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* Measure the potential difference across a capacitor as it charges and discharges

* Use a graphical analysis to determine the time content of the RC circuit used in data collection, and compare to the accepted value

* Use a graphical analysis to determine the time content of the RC circuit used in data collection, and compare to the accepted value

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Check individual student work during lab

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

Lab equipment for circuitry: power supply, voltmeter, galvanometer, resistor, capacitor, connecting wires

Finish lab

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UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Capacitance, Electric Current and Circuits

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* Online problems

* Study for test

* Study for test

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Describe the origins of magnetism in moving electric charges and in the magnetic moment of electrons

* Name common magnetic elements and explain why their atomic magnetic fields do not cancel and manifest at macroscopic scale

* Describe characteristics of magnetic fields and compare and contrast magnetic fields and electric fields

* Recognize that currents create magnetic fields, and describe the fields created by straight wires, loops of wire, and solenoids

* Name common magnetic elements and explain why their atomic magnetic fields do not cancel and manifest at macroscopic scale

* Describe characteristics of magnetic fields and compare and contrast magnetic fields and electric fields

* Recognize that currents create magnetic fields, and describe the fields created by straight wires, loops of wire, and solenoids

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Class discussion with inquiry method

* Use of video clip(s)

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Class discussion with inquiry method

* Use of video clip(s)

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* ActivBoard and chalkboard

* Demonstration / lab materials (wires, powers supply compasses, solenoids, magnets, iron filings)

* Demonstration / lab materials (wires, powers supply compasses, solenoids, magnets, iron filings)

* Begin reading chapter 29

Includes "quick lab" with bar magnets, iron filings and compasses, Minute Physics video, and Veritasium video.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Use a computer simulation to explore all aspects of magnetism covered in units 9 and 10

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Check individual student work during lab

* ActivBoard and chalkboard

* Handout

* Outside Website

* Computers

* Handout

* Outside Website

* Computers

* Finish lab report

Start in computer lab, finish at home. pHet Generator simulation.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Measure the magnetic field in a slinky as a function of current and turns per meter

* Graph field strength vs. current and turns per meter, to compare the results to expected values for a solenoid

* Graph field strength vs. current and turns per meter, to compare the results to expected values for a solenoid

* Board presentation with notes and examples

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Check individual student work during lab

* Lab equipment: Metal slinky, battery eliminator, 2 5-ohm resistors in series, ammeter, connecting wires, Labquest with magnetic field sensor

* ActivBoard and chalkboard

* ActivBoard and chalkboard

* Finish lab report

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Describes the paths of moving charges being influenced by magnetic fields, and perform related calculations

* Use the right-hand rule to determine the directions of forces on moving charged particles

* Describe and explain the forces on current-carrying wires being influenced by magnetic fields, and perform related calculations

* Use the right-hand rule to determine the directions of forces on current-carrying wires

* Calculate the torque on a current loop in an external magnetic field, and explain the fundamentals of electric motor operation

* Apply electric field and magnetic field principles to explain the operation of the mass spectrometer and cyclotron

* Calculate the Hall effect electric field and voltage for a rectangular conductor in a constant magnetic field

* Use the right-hand rule to determine the directions of forces on moving charged particles

* Describe and explain the forces on current-carrying wires being influenced by magnetic fields, and perform related calculations

* Use the right-hand rule to determine the directions of forces on current-carrying wires

* Calculate the torque on a current loop in an external magnetic field, and explain the fundamentals of electric motor operation

* Apply electric field and magnetic field principles to explain the operation of the mass spectrometer and cyclotron

* Calculate the Hall effect electric field and voltage for a rectangular conductor in a constant magnetic field

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 29.1 - 29.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

This expansive list of objectives is grouped into the same lesson plan due to the desire to adapt the order of covering concepts to the needs of students and the school schedule. Students should read all of chapter 29 prior to the start of teaching, as the order will be adjusted, likely as follows: (1) magnetic forces on moving charged particles, (2) motion of free, moving charged particles in a constant magnetic field, (3) mass spectrometer and cyclotron, (4) magnetic forces on a current-carrying wire, (5) torque on a current-carrying loop, (6) Hall effect.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Witness and describe the effect of a straight, current-carrying wire on compass (circular magnetic field pattern) and the effect of a solenoid on a piece on an iron bar (moves the iron into the solenoid when the current turns on)

* Summarize in words a historical timeline of the discoveries related to the magnetic properties of current-carrying conductors (Oersted -> Biot and Savart -> Ampere)

* Summarize in words a historical timeline of the discoveries related to the magnetic properties of current-carrying conductors (Oersted -> Biot and Savart -> Ampere)

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Class discussion with inquiry method

* Demonstration(s)

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Class discussion with inquiry method

* Demonstration(s)

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Lab equipment for demos

* Lab equipment for demos

* Pre - Read / Outline Section 30.1

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Recognize the Biot-Savart law, state in words how it is applied, and apply the Biot-Savart to straight wires and conducting loops

* Determine the mutual force between two straight, parallel, current-carrying wires

* Determine the mutual force between two straight, parallel, current-carrying wires

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 30.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Recognize Ampere's law, state in words how it is applied, and apply Ampere's law to straight wires, toroids, and solenoids

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Section 30.3 and 30.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Define and describe in words magnetic flux, and perform calculations on simple systems to calculate magnetic flux

* Recognize that the magnetic flux through a closed surface is zero, and explain why in terms of the looped shape of magnetic field lines

* Recognize that the magnetic flux through a closed surface is zero, and explain why in terms of the looped shape of magnetic field lines

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP problems

* Representative AP problems

* Pre - Read / Outline Sections 30.5 - 30.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Describe the complexity related to Ampere's Law that is introduced by charging and discharging a capacitor

* Recognize that time-varying electric fields create magnetic fields

* Use the general form of Ampere's Law to analyze cyclical charge / discharge cycles of a capacitor

* Recognize that time-varying electric fields create magnetic fields

* Use the general form of Ampere's Law to analyze cyclical charge / discharge cycles of a capacitor

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 30.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Fields

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Induction

STANDARDS (AP Physics C Learning Objectives): view

* State and explain in words Faraday's law of induction

* Apply Faraday's law of induction to compute motional emf in simple systems (a bar moving through a magnetic field in translation, or rotation)

* State Lenz's law, and apply Lenz's law in determining the direction of induced current in simple systems

* Determine the electric field induced by a changing magnetic field for simple systems

* Explain qualitatively the operation of generators, motors, and the formation of eddy currents in solid conductor

* Apply Faraday's law of induction to compute motional emf in simple systems (a bar moving through a magnetic field in translation, or rotation)

* State Lenz's law, and apply Lenz's law in determining the direction of induced current in simple systems

* Determine the electric field induced by a changing magnetic field for simple systems

* Explain qualitatively the operation of generators, motors, and the formation of eddy currents in solid conductor

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Lab equipment for demonstrations

* ActivBoard and chalkboard

* Representative AP problems

* ActivBoard and chalkboard

* Representative AP problems

* Pre - Read / Outline Section 31.1 - 31.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

This expansive list of objectives is grouped into the same lesson plan due to the desire to adapt the order of covering concepts to the needs of students and the school schedule. Students should read all of chapter 31 prior to the start of teaching.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Induction

STANDARDS (AP Physics C Learning Objectives): view

* Recognize self-inductance as the emf produced in coils in circuits with varying currents, and distinguish source emf from induced emf

* Derive and apply the expression for the self-inductance of a long solenoid

* Apply Kirchhoff’s rules to a simple LR series circuit to obtain a differential equation for the current as a function of time, solve the differential for the circuit current as a function of time using separation of variables

* Calculate the initial transient currents and final steady state currents through any part of a simple series and parallel circuit containing an inductor and one or more resistors, and sketch graphs of the current through or voltage across the resistors or inductor in these circuits

* Calculate the rate of change of current in the inductor in these circuits as a function of time

* Calculate the energy stored in an inductor that has a steady current flowing through it

* Derive and apply the expression for the self-inductance of a long solenoid

* Apply Kirchhoff’s rules to a simple LR series circuit to obtain a differential equation for the current as a function of time, solve the differential for the circuit current as a function of time using separation of variables

* Calculate the initial transient currents and final steady state currents through any part of a simple series and parallel circuit containing an inductor and one or more resistors, and sketch graphs of the current through or voltage across the resistors or inductor in these circuits

* Calculate the rate of change of current in the inductor in these circuits as a function of time

* Calculate the energy stored in an inductor that has a steady current flowing through it

* Board presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Lab equipment for demonstrations

* ActivBoard and chalkboard

* Representative AP problems

* ActivBoard and chalkboard

* Representative AP problems

* Pre - Read / Outline Section 32.1 - 32.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

This expansive list of objectives is grouped into the same lesson plan due to the desire to adapt the order of covering concepts to the needs of students and the school schedule. Students should read sections 32.1 to 32.3 prior to the start of teaching.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Magnetic Induction

STANDARDS (AP Physics C Learning Objectives): view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Review for AP Exams

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate proficiency on the final examination, covering the same material as the AP exam

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard and chalkboard

* Handout

* Worksheet

* Handout

* Worksheet

* Study for final (summaries from text and review packet)

Independent study by students in days leading to exam with teacher support where needed.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Review for AP Exams

STANDARDS (AP Physics C Learning Objectives): view

* Successfully solve problems based on the material covered in this course

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* Worksheets with sample AP problems

* Continue with problem set from class

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Review for AP Exams

STANDARDS (AP Physics C Learning Objectives): view

* Answer authentic advanced placement multiple-choice questions, and formulate a study strategy to remediate based on incorrect answers

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Practice test

* Practice test

* Study areas of weakness based on item analysis of practice test

Two periods to take exam. Go over exam as part of review.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Review for AP Exams

STANDARDS (AP Physics C Learning Objectives): view

* Answer authentic advanced placement multiple-choice questions, and formulate a study strategy to remediate based on incorrect answers

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Practice test

* Practice test

* Study areas of weakness based on item analysis of practice test

Two periods to take exam. Go over exam as part of review.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Review for AP Exams

STANDARDS (AP Physics C Learning Objectives): view

* Answer authentic advanced placement multiple-choice questions, and formulate a study strategy to remediate based on incorrect answers

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Practice test

* Practice test

* Study areas of weakness based on item analysis of practice test

Two periods to take exam. Go over exam as part of review.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Review for AP Exams

STANDARDS (AP Physics C Learning Objectives): view

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Practice test

* Practice test

* Study areas of weakness based on item analysis of practice test

Two periods to take exam. Go over exam as part of review.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP C Review for AP Exams

STANDARDS (AP Physics C Learning Objectives): view

* Demonstrate proficiency on the midterm examination, covering the first semester

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Teacher-assigned pairs or groups

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Teacher-assigned pairs or groups

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Handout

* Worksheet

* Handout

* Worksheet

* Study for midterm (summaries from text and review packet)

Exam: 2 periods

Review of exam: 1 period

Review of exam: 1 period

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UNIT: AP C Post-Test Topics

STANDARDS (AP Physics C Learning Objectives): view

* Design and execute a project that forms connections between physics and a topic of interest to the student

* Build a working model or prototype, if the project involves engineering or design

* Collect data related to the project, and analyze the data, using inquiry methods

* Prepare a presentation to the class that includes the model, or representative video, or experimental results

* Build a working model or prototype, if the project involves engineering or design

* Collect data related to the project, and analyze the data, using inquiry methods

* Prepare a presentation to the class that includes the model, or representative video, or experimental results

* ActivInspire presentation with notes and examples

* Lab with electronic data collection

* Use of computer simulation in demonstrations for lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Class discussion with inquiry method

* Use of video clip(s)

* Citation of applications meaningful to students

* Lab with electronic data collection

* Use of computer simulation in demonstrations for lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Class discussion with inquiry method

* Use of video clip(s)

* Citation of applications meaningful to students

* Check individual student work during lab

* ActivBoard and chalkboard

* Handout

* Lab equipment as needed by students

* Handout

* Lab equipment as needed by students

Work on projects

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UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Evaluate and correct answers to verbal questions on motion and forces asked in the summer review work

* Teacher review of homework as necessary

* Class discussion with inquiry method

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign online problems with correction / resubmit option

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Handout

* PG Website

* Handout

* PG Website

* PG questions / problems (make corrections)

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Understand classroom procedures, course requirements and expectations

* Become familiar with use of the physics textbook

* Recall essential details on physics in general and kinematics in particular

* Begin adjustment to AP Physics 2 expectations

* Become familiar with use of the physics textbook

* Recall essential details on physics in general and kinematics in particular

* Begin adjustment to AP Physics 2 expectations

* Course introduction

* Review of classroom rules via class discussion, handout, and/or online content

* Whole class discussion on physics scope and methods

* Discussion on emphasis on interpretation of formulas in AP Physics 2

* Review of classroom rules via class discussion, handout, and/or online content

* Whole class discussion on physics scope and methods

* Discussion on emphasis on interpretation of formulas in AP Physics 2

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Handouts

* PG Website

* Handouts

* PG Website

* Review introductory material via a handout and electronic presentation

* Electronically sign off on review

* Have parent email teacher

* Electronically sign off on review

* Have parent email teacher

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UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Take measurements and analyze data to characterize the motion of a cart rolling down a ramp and across a lab table

* Collect and analyze spark timer data for a cart rolling down a ramp and then across a lab table

* Teach standard components of lab reports

* Teach standard components of lab reports

* Check individual student work during lab

* Call on students during class discussion

* Collect and check lab and related homework

* Call on students during class discussion

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Lab materials: Spark timer, inclined plane, small lab cart

* PG Website

* Handout

* Lab materials: Spark timer, inclined plane, small lab cart

* PG Website

* Handout

* Complete lab report

Use this lab as a reminder of how to write lab reports in AP Physics, and in conjunction with activating knowledge about motion graphs.

Per 1: Prep for lab and collect data

Per 2: Use Google sheets for analysis, step-by-step instructions

Per 3: Discuss preliminary questions and preparation of report

Per 1: Prep for lab and collect data

Per 2: Use Google sheets for analysis, step-by-step instructions

Per 3: Discuss preliminary questions and preparation of report

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UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Define elementary particles, objects, and systems

* Describe some advantages of ignoring the internal structure of systems and thinking of them as objects

* Define and distinguish between position and displacement and distance and displacement

* Define and distinguish between velocity and speed

* Recognize the vector nature of position, displacement, and velocity

* Describe some advantages of ignoring the internal structure of systems and thinking of them as objects

* Define and distinguish between position and displacement and distance and displacement

* Define and distinguish between velocity and speed

* Recognize the vector nature of position, displacement, and velocity

* Board presentation with notes and examples

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard & chalkboard

* Pre - Read / Outline Sections 1.1-1.3, 1.5

* Post - Representative problems from textbook

* Ongoing - Review and memorize definitions on Thinking Like a Physicist Handout

* Post - Representative problems from textbook

* Ongoing - Review and memorize definitions on Thinking Like a Physicist Handout

The content of this lesson is largely review, but it's important to foreshadow how this content will be used in the context of new material (especially fluids).

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Finding time, position, average speed, average velocity, and instantaeous velocity from position vs. time graphs, and find acceleration and displacement from velocity vs. time graphs

* Solve math-based problems using the constant velocity formula and the three constant acceleration formulas

* Perform calculations and interpretation of graphs involving multi-step problems with multiple episodes of constant velocity and/or constant acceleration

* Recognize that all objects in free fall near the earth are accelerating at 9.8 m/s^2 down, and use that fact to solve problems in one dimension relating to free fall

* Solve math-based problems using the constant velocity formula and the three constant acceleration formulas

* Perform calculations and interpretation of graphs involving multi-step problems with multiple episodes of constant velocity and/or constant acceleration

* Recognize that all objects in free fall near the earth are accelerating at 9.8 m/s^2 down, and use that fact to solve problems in one dimension relating to free fall

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheet

* Worksheet

* Pre - Browse chapter 2 and outline where necessary

* Post - Representative problems from textbook

* Post - Representative problems from textbook

The content of this lesson is largely review, but it's important to foreshadow how this content will be used in the context of new material (especially fluids).

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* State the three basic laws of motion

* Name and describe the origin of contact and fundamental forces

* Draw force (free body) diagrams for objects being influenced by one or more forces

* Identify action and reaction forces (mutual force pairs) as dictated by Newton's third law

* Use the concepts of force and mass to describe and calculate the change in motion of particles

* Name and describe the origin of contact and fundamental forces

* Draw force (free body) diagrams for objects being influenced by one or more forces

* Identify action and reaction forces (mutual force pairs) as dictated by Newton's third law

* Use the concepts of force and mass to describe and calculate the change in motion of particles

* Board presentation to document / post problems solved

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment.

* Call on students at random or with emphasis on students who may need assistance.

* Assign online problems with correction / resubmit option.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment.

* Call on students at random or with emphasis on students who may need assistance.

* Assign online problems with correction / resubmit option.

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Chapter 4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

The content of this lesson is largely review, but it's important to foreshadow how this content will be used in the context of new material (especially fluids).

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Apply Archimedes' Principle to indirectly measure the density of a submersed cube of metal and subsequently the density of an unknown fluid

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard and chalkboard

* Equipment for lab: Aluminum cubes, beakers, 5-N spring scales, fluid with density different from water such as saturated salt solution

* Equipment for lab: Aluminum cubes, beakers, 5-N spring scales, fluid with density different from water such as saturated salt solution

* Finish calculations and questions for lab

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Apply Newton’s laws of motion to objects in equilibrium, and objects in motion near the surface of the earth, with common forces (tension, normal force, weight, friction) occurring in both one and two dimensions

* Use a conceptual understanding of forces and motion to solve problems related to objects influenced by common forces

* Use a conceptual understanding of forces and motion to solve problems related to objects influenced by common forces

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 5.1-5.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Recognize mathematical relationships (linear, power, root, inverse) from the shape of scatter plots of individual data points

* Predict the shape of scatter plots based on the type of relationship

* Use principles of scale to calculate changes in area and volume based on changes in length for real-world situations, that is, area varies as length coefficient squared and volume varies as length coefficient cubed

* Determine the proportionality between two variables based on a formula in which the two variable appear

* Predict the shape of scatter plots based on the type of relationship

* Use principles of scale to calculate changes in area and volume based on changes in length for real-world situations, that is, area varies as length coefficient squared and volume varies as length coefficient cubed

* Determine the proportionality between two variables based on a formula in which the two variable appear

* Use of video clip(s)

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Poll students with clickers or white boards

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard & chalkboard

* Worksheet

* Worksheet

* Review using video lessons if necessary

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Apply Newton’s laws of motion to systems of objects, with common forces (tension, normal force, weight, friction) occurring in both one and two dimensions

* Use a conceptual understanding of forces and motion to solve problems related to systems of objects influenced by common forces

* Use a conceptual understanding of forces and motion to solve problems related to systems of objects influenced by common forces

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 5.7-5.8

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Recognize the three main states of matter and describe characteristics of each

* State the definition of density, and apply the concept to problem solving

* Define pressure, apply the concept to explain phenomena and solve problems

* Clearly distinguish between mass and density, and between force and pressure

* State the definition of density, and apply the concept to problem solving

* Define pressure, apply the concept to explain phenomena and solve problems

* Clearly distinguish between mass and density, and between force and pressure

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Board presentation to document / post problems solved

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Lab materials: Beakers, small piece of wood, metal cubes, ring stand, large glass cylinder, plastic sheet

* Lab materials: Beakers, small piece of wood, metal cubes, ring stand, large glass cylinder, plastic sheet

* Pre - Read / Outline Sections 13.1 and 13.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Introduce fluids right after covering force diagrams for objects. Use three beakers with floating wood, sunken metal cube, and suspended metal cube, and have kids draw force diagrams. Do second demonstration while discussing atmospheric pressure with inverted cylinder full of water and plastic sheet closing out bottom; shows air pressure holding up column of water.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Explain why increase in pressure occurs as depth in a fluid increases

* Explain the origin of atmospheric pressure

* Recognize and apply the fact that fluid pressure in an open vessel depends only on depth and not on the size and shape of the container

* Calculate gauge pressure and absolute pressure as a function of depth in a liquid or in stratified liquids, and solve related problems, e.g. problems involving manometers

* Explain the origin of atmospheric pressure

* Recognize and apply the fact that fluid pressure in an open vessel depends only on depth and not on the size and shape of the container

* Calculate gauge pressure and absolute pressure as a function of depth in a liquid or in stratified liquids, and solve related problems, e.g. problems involving manometers

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* ActivBoard and chalkboard

* Representative AP Problems

* PG Website

* Representative AP Problems

* PG Website

* Pre - Read / Outline Section 13.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Determine the forces on an object immersed partly or completely in a liquid

* Apply Archimedes’ principle to determine buoyant forces and densities of solids and liquids

* Apply Archimedes’ principle to determine buoyant forces and densities of solids and liquids

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* ActivBoard and chalkboard

* Equipment for demo: 5-N spring scales, 500g standard masses, beakers

* Representative AP Problems

* PG Website

* Equipment for demo: 5-N spring scales, 500g standard masses, beakers

* Representative AP Problems

* PG Website

* Pre - Read / Outline Section 13.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Successfully answer questions and solve problems based on the material covered in this unit

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Forces and Static Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.1, 3.A.1.1, 4.A.2.1, 5.A.2.1, 1.A.5.2, 4.A.2.3, 1.E.1.1, 1.E.1.2, 3.A.3.4, 3.B.1.4, 3.G.1.2, 7.A.1.1, 7.A.1.2, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.2.1, 3.C.4.1, 4.A.3.1, 4.A.3.2 view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

* Static fluids with review material on kinematics and forces

* Static fluids with review material on kinematics and forces

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Energy and Moving Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 2.E.1.1, 3.B.1.4, 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.B.10.4, 5.D.1.6, 5.D.1.7, 5.F.1.1, 7.A.1.1, 7.A.1.2, 3.C.4.1, 3.E.1.4, 4.C.1.1, 4.C.2.1, 4.C.2.2, 5.B.4.1, 5.B.4.2, 3.D.2.2, 4.B.1.2, 4.B.2.1, 5.D.1.5 view

* Set up a coordinate system and define the velocities with respect to that system

* Define impulse and momentum and recognize them as vector quantities

* Recognize that the impulse of a force acting on a particle during some time interval will be equal to the change in momentum

* Recognize that the impulse equals the area under the force-time graph

* Answer conceptual questions and solve mathematical problems associated with impulse and momentum

* Recite the Law of Conservation of Momentum and recognize its origin in Newton's third law of motion

* Classify interactions as elastic or inelastic

* Use the Law of Conservation of Momentum to solve problems involving interactions in one dimension

* Define impulse and momentum and recognize them as vector quantities

* Recognize that the impulse of a force acting on a particle during some time interval will be equal to the change in momentum

* Recognize that the impulse equals the area under the force-time graph

* Answer conceptual questions and solve mathematical problems associated with impulse and momentum

* Recite the Law of Conservation of Momentum and recognize its origin in Newton's third law of motion

* Classify interactions as elastic or inelastic

* Use the Law of Conservation of Momentum to solve problems involving interactions in one dimension

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 9.1-9.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

The content of this chapter is review.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Energy and Moving Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 2.E.1.1, 3.B.1.4, 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.B.10.4, 5.D.1.6, 5.D.1.7, 5.F.1.1, 7.A.1.1, 7.A.1.2, 3.C.4.1, 3.E.1.4, 4.C.1.1, 4.C.2.1, 4.C.2.2, 5.B.4.1, 5.B.4.2, 3.D.2.2, 4.B.1.2, 4.B.2.1, 5.D.1.5 view

* Describe common forms of energy in systems

* Recognize work and heat as two processes that result in energy transfer between objects

* Recite the Work-Energy Theorem, and The Law of Conservation of Energy, and use the work-energy equation to write a mathematical formulation of these ideas

* Define work, and calculate amount of work for objects given force and motion data

* Recognize that work equals the area under the force-distance graph

* Recognize work as the means by which energy is transferred

* Calculate the kinetic energy of objects undergoing translation

* Describe the origin of potential energies in systems, and calculate gravitational potential energy and spring potential energy

* Define thermal energy and how forces of friction produce thermal energy

* Define power, and calculate power for simple scenarios where work is done during a time interval

* Recognize work and heat as two processes that result in energy transfer between objects

* Recite the Work-Energy Theorem, and The Law of Conservation of Energy, and use the work-energy equation to write a mathematical formulation of these ideas

* Define work, and calculate amount of work for objects given force and motion data

* Recognize that work equals the area under the force-distance graph

* Recognize work as the means by which energy is transferred

* Calculate the kinetic energy of objects undergoing translation

* Describe the origin of potential energies in systems, and calculate gravitational potential energy and spring potential energy

* Define thermal energy and how forces of friction produce thermal energy

* Define power, and calculate power for simple scenarios where work is done during a time interval

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 10.2-10.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

The content of this chapter is review.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Energy and Moving Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 2.E.1.1, 3.B.1.4, 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.B.10.4, 5.D.1.6, 5.D.1.7, 5.F.1.1, 7.A.1.1, 7.A.1.2, 3.C.4.1, 3.E.1.4, 4.C.1.1, 4.C.2.1, 4.C.2.2, 5.B.4.1, 5.B.4.2, 3.D.2.2, 4.B.1.2, 4.B.2.1, 5.D.1.5 view

* Define the system of interest and state relevant before and after conditions for an energy transfer scenario

* Determine whether the system is isolated and whether non-conservative forces such as frictions are present

* Write the work-energy equation for the scenario, and solve for unknowns

* Use the law of conservation of energy in combination with the conservation of energy to more completely analyze an interaction and to classify it as elastic or inelastic

* Determine whether the system is isolated and whether non-conservative forces such as frictions are present

* Write the work-energy equation for the scenario, and solve for unknowns

* Use the law of conservation of energy in combination with the conservation of energy to more completely analyze an interaction and to classify it as elastic or inelastic

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 10.6-10.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Energy and Moving Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 2.E.1.1, 3.B.1.4, 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.B.10.4, 5.D.1.6, 5.D.1.7, 5.F.1.1, 7.A.1.1, 7.A.1.2, 3.C.4.1, 3.E.1.4, 4.C.1.1, 4.C.2.1, 4.C.2.2, 5.B.4.1, 5.B.4.2, 3.D.2.2, 4.B.1.2, 4.B.2.1, 5.D.1.5 view

* Define and use basic terms related to study of fluids (e.g., density, pressure, volume flow rate)

* Describe and use basic concepts related to study of fluids (e.g., Archimedes' principle, Pascal's principle, Equation of Continuity, Bernoulli's equation)

* Use an online simulation and textbook as a learning resource in self-guided study

* Describe and use basic concepts related to study of fluids (e.g., Archimedes' principle, Pascal's principle, Equation of Continuity, Bernoulli's equation)

* Use an online simulation and textbook as a learning resource in self-guided study

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Use of computer simulations

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Use of computer simulations

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard and chalkboard

* Computers which can run JAVA through a browser

* Handout

* Google Classroom

* Computers which can run JAVA through a browser

* Handout

* Google Classroom

* Finish lab report

Start prior to test that includes static fluids, and finish as moving fluids are being covered.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Energy and Moving Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 2.E.1.1, 3.B.1.4, 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.B.10.4, 5.D.1.6, 5.D.1.7, 5.F.1.1, 7.A.1.1, 7.A.1.2, 3.C.4.1, 3.E.1.4, 4.C.1.1, 4.C.2.1, 4.C.2.2, 5.B.4.1, 5.B.4.2, 3.D.2.2, 4.B.1.2, 4.B.2.1, 5.D.1.5 view

* Understand the equation of continuity so that they can apply it to fluids in motion in a pipe of varying diameter

* Understand Bernoulli’s equation so that they can apply it to fluids in motion, e.g., pressure in a pipe, airfoils

* Understand Bernoulli’s equation so that they can apply it to fluids in motion, e.g., pressure in a pipe, airfoils

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Spiral using PCAs and application in future lessons

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* ActivBoard and chalkboard

* Representative AP Problems

* PG Website

* Representative AP Problems

* PG Website

* Pre - Read / Outline Sections 13.5 and 13.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Energy and Moving Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 2.E.1.1, 3.B.1.4, 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.B.10.4, 5.D.1.6, 5.D.1.7, 5.F.1.1, 7.A.1.1, 7.A.1.2, 3.C.4.1, 3.E.1.4, 4.C.1.1, 4.C.2.1, 4.C.2.2, 5.B.4.1, 5.B.4.2, 3.D.2.2, 4.B.1.2, 4.B.2.1, 5.D.1.5 view

* Apply the Equation of Continuity and Bernoulli’s equation to data collected on air blown through a tube, to determine the velocity of the fluid two ways

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard and chalkboard

* Equipment for lab: Tubes, gallon container, straws, beakers

* Equipment for lab: Tubes, gallon container, straws, beakers

* Finish calculations and questions for lab

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Energy and Moving Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 2.E.1.1, 3.B.1.4, 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.B.10.4, 5.D.1.6, 5.D.1.7, 5.F.1.1, 7.A.1.1, 7.A.1.2, 3.C.4.1, 3.E.1.4, 4.C.1.1, 4.C.2.1, 4.C.2.2, 5.B.4.1, 5.B.4.2, 3.D.2.2, 4.B.1.2, 4.B.2.1, 5.D.1.5 view

* Successfully answer questions and solve problems based on the material covered in this unit

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Energy and Moving Fluids

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 2.E.1.1, 3.B.1.4, 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.B.10.4, 5.D.1.6, 5.D.1.7, 5.F.1.1, 7.A.1.1, 7.A.1.2, 3.C.4.1, 3.E.1.4, 4.C.1.1, 4.C.2.1, 4.C.2.2, 5.B.4.1, 5.B.4.2, 3.D.2.2, 4.B.1.2, 4.B.2.1, 5.D.1.5 view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

* Moving fluids with review material on momentum and energy

* Moving fluids with review material on momentum and energy

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Recognize that probability is dependent upon the number of possible ways a particular outcome can be achieved; the more possible paths (microstates) the more likely the outcome (macrostate)

* Recognize that patterns can be detected in random events, and that observed patterns depend on the environment around the system, the interactions of objects in the system with that environment, and interactions of objects within the system with each other

* Recognize that large numbers of trials are needed to confirm or refute models based on the statistics of large models

* Recognize that patterns can be detected in random events, and that observed patterns depend on the environment around the system, the interactions of objects in the system with that environment, and interactions of objects within the system with each other

* Recognize that large numbers of trials are needed to confirm or refute models based on the statistics of large models

* Board presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Use of computer simulation in demonstrations or lab

* Spiral using PCAs and application in future lessons

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Use of computer simulation in demonstrations or lab

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Check individual student work during lab

* Lab materials: coins and cones

* Computers

* PG Website

* Handout

* Computers

* PG Website

* Handout

* Finish lab report

Individual activity. Use Google Classroom to facilitate group preparation and submittal of lab reports.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Recognize an internal combustion engine as an example of a thermodynamic system

* List the features of the simplified thermodynamic systems being studied in this unit

* Define thermal energy as a form of energy related to the random translation, rotation and vibration of atoms and molecules

* Define and state the conditions of thermal equilibrium

* Define efficiency broadly as the energy or power gained from a system divided by the energy or power used by the system

* Recognize temperature as a measure of average kinetic energy of atoms and molecules, and as an indicator of thermal equilibrium

* Recognize heat as a process in which thermal energy is transferred to and from a system without work being done on or by the system

* Derive the first law of thermodynamics from conservation of energy principles, by describing and accounting for the energies being studied in this unit and by eliminating forms of energy being ignored in this unit

* List the features of the simplified thermodynamic systems being studied in this unit

* Define thermal energy as a form of energy related to the random translation, rotation and vibration of atoms and molecules

* Define and state the conditions of thermal equilibrium

* Define efficiency broadly as the energy or power gained from a system divided by the energy or power used by the system

* Recognize temperature as a measure of average kinetic energy of atoms and molecules, and as an indicator of thermal equilibrium

* Recognize heat as a process in which thermal energy is transferred to and from a system without work being done on or by the system

* Derive the first law of thermodynamics from conservation of energy principles, by describing and accounting for the energies being studied in this unit and by eliminating forms of energy being ignored in this unit

* Board presentation with notes and examples

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Pre - Read / Outline Section 11.1 - 11.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Work with Celsius and Kelvin temperature scales

* Recognize heat as a process of thermal energy transfer as faster-moving atoms / molecules in the hotter substance transfer their energy to slower-moving atoms / molecules in the cooler substance

* Define thermal equilibrium between two objects in thermal contact as the state in which no net thermal energy is transferred between the objects

* Recognize that objects in thermal equilibrium have the same temperature

* Recognize that thermal energy will flow between objects in thermal contact from the hot object to the cold object until the objects are in thermal equilibrium

* Recognize heat as a process of thermal energy transfer as faster-moving atoms / molecules in the hotter substance transfer their energy to slower-moving atoms / molecules in the cooler substance

* Define thermal equilibrium between two objects in thermal contact as the state in which no net thermal energy is transferred between the objects

* Recognize that objects in thermal equilibrium have the same temperature

* Recognize that thermal energy will flow between objects in thermal contact from the hot object to the cold object until the objects are in thermal equilibrium

* Board presentation with notes and examples

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative problems from textbook

Day 1: Notes and discussion, conceptual questions from textbook

Day 2: Textbook problems and quick introduction to engines

Day 2: Textbook problems and quick introduction to engines

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Recognize and apply the general principles of operation of a heat engine (transfer of energy from a hot to a cold reservoir, with useful work being done using extracted energy)

* Calculate efficiency and maximum efficiency for heat engines

* Describe how a study of heat at the microscopic level explains flow of thermal energy from hot to cold

* Recognize entropy as a property that quantifies the probability of a macrostate occurring, and that high entropy means a disordered state and a dispersal (a lack of concentration) of energy

* State qualitatively the change in entropy accompanying common energy changes, such as temperature changes, phase changes, and conversion of energy from some other form to thermal energy

* Recite and apply the second law of thermodynamics

* Recognize that macroscopic energy flow and change arises from uneven distribution of energy, so distributed energy (a condition of high entropy) cannot be used to perform useful work. Thus processes in isolated systems "wind down" as the amount of useful energy is diminished

* Calculate efficiency and maximum efficiency for heat engines

* Describe how a study of heat at the microscopic level explains flow of thermal energy from hot to cold

* Recognize entropy as a property that quantifies the probability of a macrostate occurring, and that high entropy means a disordered state and a dispersal (a lack of concentration) of energy

* State qualitatively the change in entropy accompanying common energy changes, such as temperature changes, phase changes, and conversion of energy from some other form to thermal energy

* Recite and apply the second law of thermodynamics

* Recognize that macroscopic energy flow and change arises from uneven distribution of energy, so distributed energy (a condition of high entropy) cannot be used to perform useful work. Thus processes in isolated systems "wind down" as the amount of useful energy is diminished

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Section 11.5 and 11.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Day 1: Notes and discussion, start book problems

Day 2: Multiple choice AP questions (9), conceptual questions in flipcharts

Day 2: Multiple choice AP questions (9), conceptual questions in flipcharts

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* List and describe the three phases of matter

* Describe the common model of an atom as containing protons and neutrons in a small central nucleus, with electrons orbiting in various energy levels comprising most of the physical size of atom

* Define and apply atomic mass and atomic number, and use atomic mass units

* Work with molar mass to determine the number of moles of a substance

* Define volume and convert between metric volume units

* Describe the common model of an atom as containing protons and neutrons in a small central nucleus, with electrons orbiting in various energy levels comprising most of the physical size of atom

* Define and apply atomic mass and atomic number, and use atomic mass units

* Work with molar mass to determine the number of moles of a substance

* Define volume and convert between metric volume units

* Board presentation with notes and examples

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Pre - Read / Outline Section 12.1

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Define an ideal gas

* Apply the formula for thermal energy of an ideal gas as a function of temperature

* Define rms speed and apply the formula for rms speed of a molecule of ideal gas as a function of temperature

* Define pressure, understand force as a function of pressure difference, and define a vacuum and gauge pressure

* Derive two versions of the ideal gas law from the origins of pressure in collisions of gas molecules with the container, and the resultant proportionalities between pressure, temperature, and volume

* Answer conceptual and mathematical questions related to the ideal gas law

* Apply the formula for thermal energy of an ideal gas as a function of temperature

* Define rms speed and apply the formula for rms speed of a molecule of ideal gas as a function of temperature

* Define pressure, understand force as a function of pressure difference, and define a vacuum and gauge pressure

* Derive two versions of the ideal gas law from the origins of pressure in collisions of gas molecules with the container, and the resultant proportionalities between pressure, temperature, and volume

* Answer conceptual and mathematical questions related to the ideal gas law

* Board presentation with notes and examples

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Section 12.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

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UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

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UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test. Two tests in this unit.

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UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Use a computer simulation to explore the relationships between variables in the ideal gas law

* Explain changes in pressure and temperature in a sample of gas based on mechanics principles (force, work, kinetic energy)

* Define relevant vocabulary (isothermal, isobaric, isovolumetric, adiabatic)

* Explain changes in pressure and temperature in a sample of gas based on mechanics principles (force, work, kinetic energy)

* Define relevant vocabulary (isothermal, isobaric, isovolumetric, adiabatic)

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Spiral using PCAs and application in future lessons

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Spiral using PCAs and application in future lessons

* Check individual student work during lab

* Handout

* Class set of computers

* Class set of computers

* Finish lab report

* Work with the program during week 1, then work on inquiry report during week 2

* Can be modified to allow students to complete a simulation activity, then write an inquiry procedure summary

* Can be modified to allow students to complete a simulation activity, then write an inquiry procedure summary

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Apply the ideal gas law to solve for volume, pressure, or temperature before and after state changes for a fixed sample of gas

* Define isovolumetric (isochoric), isobaric, isothermal, and adiabatic processes

* Interpret p-V diagrams and process types to determine whether and by how much temperature, pressure, volume, and internal energy change, and to determine heat and work on a fixed sample

* Define isovolumetric (isochoric), isobaric, isothermal, and adiabatic processes

* Interpret p-V diagrams and process types to determine whether and by how much temperature, pressure, volume, and internal energy change, and to determine heat and work on a fixed sample

* Board presentation with notes and examples

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Monitor proficiency during practice session.

* Call on students at random or with emphasis on students who may need assistance.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment.

* Call on students at random or with emphasis on students who may need assistance.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment.

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Section 12.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Describe the physical changes that lead to thermal expansion

* State that thermal expansion in length, area and volume is directly related to the change temperature and affected a material property, the coefficient of thermal expansion

* Perform calculations related to linear thermal expansion

* State that thermal expansion in length, area and volume is directly related to the change temperature and affected a material property, the coefficient of thermal expansion

* Perform calculations related to linear thermal expansion

* Board presentation with notes and examples

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Section 12.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Perform thermal expansion demonstration with a bimetallic strip and ball-and-ring.

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UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Define specific heat and heat of transformation

* Perform calculations related to the heat involved in changing the temperature and phase of substances

* Perform calculations related to the heat involved in changing the temperature and phase of substances

* Board presentation with notes and examples

* Lab with electronic data collection

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Lab with electronic data collection

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 12.5, 12.6 and 12.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Informal use of computer simulation to enhance understanding.

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UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Define and describe conditions for the three types of heat transfer: conduction, convection, and radiation

* Perform calculations related to the conductive and radiative heat transfer

* Perform calculations related to the conductive and radiative heat transfer

* Board presentation with notes and examples

* Lab with electronic data collection

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Lab with electronic data collection

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 12.8

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Preview this topic qualitatively at the time when transfer of thermal energy by heat is first discussed. Revisit the topic quantitatively when it occurs in the flow of the textbook.

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UNIT: AP2 Thermodynamics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 1.E.1.1, 1.E.1.2, 1.E.3.1, 3.B.1.4, 4.C.3.1, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 6.F.4.1, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1, 3.C.4.1 view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test. Two tests in this unit.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Recognize the electric force as a long-range, repulsive force caused by negative and positive charges

* Describe the types of charge and the attraction and repulsion of charges

* Use conservation of charge in describing charge transfer between objects and the states of neutral charge, positive charge, and negative charge

* Describe the properties of insulators and conductors

* Describe polarization and induced charges

* Describe the types of charge and the attraction and repulsion of charges

* Use conservation of charge in describing charge transfer between objects and the states of neutral charge, positive charge, and negative charge

* Describe the properties of insulators and conductors

* Describe polarization and induced charges

* Board presentation with notes and examples.

* Demonstration(s).

* Class discussion with inquiry method.

* Spiral using PCAs and application in future lessons

* Demonstration(s).

* Class discussion with inquiry method.

* Spiral using PCAs and application in future lessons

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Electrostatics demonstration kit

* Electrostatics demonstration kit

* Pre - Read / Outline Sections 20.1

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Use electrostatics demos to quickly move through material.

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UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Perform mathematical processes to determine the mass of a single paper clip from masses of multiple piles of an unknown number of clips, similar to those performed by Robert Millikan to measure the charge on a single electron

* Describe the Millikan experiment and relate its method to the method of data collection and analysis in this activity

* Describe the Millikan experiment and relate its method to the method of data collection and analysis in this activity

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Check individual student work during lab

* ActivBoard and chalkboard

* Paper clips, electronic balance

* Paper clips, electronic balance

* Finish lab report

Whole class participation in data collection, individual analysis of data.

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UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Recognize that electric charge originates in electrons and protons, and in solids electrons are the only charged objects that are free to move

* Describe charged objects as those with an unequal number of protons and electrons

* Define the fundamental charge, work with units of Coulombs for charge, and recognize macroscopic charge as consisting of an integer number of fundamental charges

* Explain electrically conductive materials as be comprised of valence electrons that can move freely from atom to atom within the substance

* Explain induced charge as arising from polarization of atoms and molecules and the creation of an electric dipole

* Describe charged objects as those with an unequal number of protons and electrons

* Define the fundamental charge, work with units of Coulombs for charge, and recognize macroscopic charge as consisting of an integer number of fundamental charges

* Explain electrically conductive materials as be comprised of valence electrons that can move freely from atom to atom within the substance

* Explain induced charge as arising from polarization of atoms and molecules and the creation of an electric dipole

* Board presentation with notes and examples

* Demonstration(s)

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Demonstration(s)

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Electrostatics demonstration kit

* Electrostatics demonstration kit

* Pre - Read / Outline Sections 20.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Use electrostatics demos to quickly move through material.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Describe Coulomb's law as a law that allows for calculation of the electric force between charged particles

* Use Coulomb's law to assess changes in the electric force caused by changes in amount of charge and in the distance between charges

* Use Coulomb's law, in conjunction with the first law of electrostatics, to determine the magnitude and direction of the electric force

* Solve problems in which the electric force is one of a number of forces on an object

* Use Coulomb's law to assess changes in the electric force caused by changes in amount of charge and in the distance between charges

* Use Coulomb's law, in conjunction with the first law of electrostatics, to determine the magnitude and direction of the electric force

* Solve problems in which the electric force is one of a number of forces on an object

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Pre - Read / Outline Sections 20.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

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UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Define a field as a zone of influence, an alteration of space, in the region of a object, as a result of its properties (such as mass and charge)

* Designate objects as source objects, creating the field, and test objects, reacting to the field

* Define electric field strength or intensity as a vector quantity equal to the force per unit charge on a positive test charge at a given location in space

* Calculate the electric field associated with point charges and parallel plates, and assess the forces and motion of point charges influenced by these fields

* Represent electric fields with field lines and arrows, and interpret these drawings to determine the relative strength and direction of the field, and (qualitatively) its influence on charged particles

* List and explain the properties of conductors in equilibrium that relate to electric fields.

* Designate objects as source objects, creating the field, and test objects, reacting to the field

* Define electric field strength or intensity as a vector quantity equal to the force per unit charge on a positive test charge at a given location in space

* Calculate the electric field associated with point charges and parallel plates, and assess the forces and motion of point charges influenced by these fields

* Represent electric fields with field lines and arrows, and interpret these drawings to determine the relative strength and direction of the field, and (qualitatively) its influence on charged particles

* List and explain the properties of conductors in equilibrium that relate to electric fields.

* Board presentation with notes and examples

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 20.4, 20.5 and 20.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Define electric potential as a scalar quantity equal to the work per unit charge required to position a charge within an electric field

* Recognize that negative charges result in negative electric potential, since negative work is done in placing positive test charges nearby

* Perform calculations related to electric potential and electric potential energy

* Recognize that charged objects / charge separation creates electric potential in such objects as point charges, charged plates, and batteries

* Recognize that negative charges result in negative electric potential, since negative work is done in placing positive test charges nearby

* Perform calculations related to electric potential and electric potential energy

* Recognize that charged objects / charge separation creates electric potential in such objects as point charges, charged plates, and batteries

* Board presentation with notes and examples

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Pre - Read / Outline Sections 21.1 and 21.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Can be taught in conjunction with electric fields by grouping content by object (point charge, parallel plates).

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Use conservation of energy principles to calculate energy conversions and changes in speed as charged particles move in electric fields

* Calculate electric potential created by charged parallel plates and point charges

* Use equipotential lines and surfaces to display potential difference in space, and interpret the impact of potential difference on charged particles

* Describe the electric potential inside and in the vicinity of charged conductors in equilibrium

* Calculate electric potential created by charged parallel plates and point charges

* Use equipotential lines and surfaces to display potential difference in space, and interpret the impact of potential difference on charged particles

* Describe the electric potential inside and in the vicinity of charged conductors in equilibrium

* Board presentation with notes and examples

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 21.3 - 21.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Can be taught in conjunction with electric fields by grouping content by object (point charge, parallel plates).

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Use a semiconductor board to measure potential and record the positions of equipotential lines.

* Draw electric field lines from equipotential lines.

* Draw electric field arrows from electric field lines.

* Draw electric field lines from equipotential lines.

* Draw electric field arrows from electric field lines.

* Board presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Check individual student work during lab

* ActivBoard and chalkboard

* Lab materials: equipotential lab kits, power supply, voltmeter

* Lab materials: equipotential lab kits, power supply, voltmeter

* Add electric field lines to equipotential constructions

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Define a capacitor as a pair of conducting plates on which opposite charge can be stored

* Work with calculator formulas to determine the impact of capacitance on charge and potential difference, and to determine capacitance based on capacitor design (area, spacing, dielectric)

* Calculate the energy stored in a capacitor

* Describe the process of charging and discharging a capacitor

* Use a computer simulation to explore the behavior and design of capacitors

* Work with calculator formulas to determine the impact of capacitance on charge and potential difference, and to determine capacitance based on capacitor design (area, spacing, dielectric)

* Calculate the energy stored in a capacitor

* Describe the process of charging and discharging a capacitor

* Use a computer simulation to explore the behavior and design of capacitors

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Outside Website (PhET simulation)

* Representative AP Problems

* Outside Website (PhET simulation)

* Representative AP Problems

* Pre - Read / Outline Sections 21.7 and 21.8

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Develop ideas about capacitors using a PhET simulation and lab sheet. Students answer the lab questions on Google classroom in real time and then finish on their own. Takes the place of the simulation lab on this topic.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Define current and charge per unit time, recognize the historical context of conventional current, and work with conventional current as well as electron current in circuits.

* Recognize that a source of electric potential separates charge to create a potential difference between the terminals, which in turn produces an electric field in a closed circuit connecting the terminals

* Define a battery as a device that creates charge separation using chemical reactions

* Define emf as the potential difference created between the terminals of a battery

* Define resistance conceptually and mathematically in Ohm's law

* Recognize an idealized ohmic resistor and perform related calculations

* Distinguish between resistance (a property of a device) and resistivity (a material property)

* Perform algebraic manipulations and calculations associated with energy and power of circuits

* Recognize that a source of electric potential separates charge to create a potential difference between the terminals, which in turn produces an electric field in a closed circuit connecting the terminals

* Define a battery as a device that creates charge separation using chemical reactions

* Define emf as the potential difference created between the terminals of a battery

* Define resistance conceptually and mathematically in Ohm's law

* Recognize an idealized ohmic resistor and perform related calculations

* Distinguish between resistance (a property of a device) and resistivity (a material property)

* Perform algebraic manipulations and calculations associated with energy and power of circuits

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 22.1 through 22.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Many objectives, but this material is review and can be covered in one period. Use general practice to help students with book and online problems as time permits.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Understand the properties of voltmeters and ammeters, so they can state whether the resistance of each is high or low, and identify or show correct methods of connecting meters into circuits in order to measure voltage or current

* Measure voltage and current in a circuit

* Use voltage and current measurements, and also physical properties of wire resistors, to accurately determine the resistance of wire resistors and the resistivity of the materials from which they are made

* Measure voltage and current in a circuit

* Use voltage and current measurements, and also physical properties of wire resistors, to accurately determine the resistance of wire resistors and the resistivity of the materials from which they are made

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Check individual student work during lab

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Collect and check lab worksheet

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Collect and check lab worksheet

* Lab equipment for circuitry: power supply, voltmeter, ammeter, connecting wires, wire-wound resistor board

Finish lab (can be full inquiry or work packet)

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Recognize that networks of resistors or capacitors can be reduced to a single resistance or capacitor value that has the same effect on the larger network to which they are attached

* Explain why adding resistors in series increase the equivalent resistance of a network, while adding resistors in parallel decreases the equivalent resistance

* Explain why adding capacitors in series decreases the equivalent capacitance of a network, while adding capacitors in parallel increase the equivalent resistance

* Determine the equivalent resistance of a series or parallel resistor network, and determine the current in and potential difference across each resistor when the network is connected to a source of potential difference

* Determine the equivalent capacitance of a series or parallel capacitor network, and determine the charge in and potential difference across each capacitor when the network is connected to a source of potential difference

* Explain why adding resistors in series increase the equivalent resistance of a network, while adding resistors in parallel decreases the equivalent resistance

* Explain why adding capacitors in series decreases the equivalent capacitance of a network, while adding capacitors in parallel increase the equivalent resistance

* Determine the equivalent resistance of a series or parallel resistor network, and determine the current in and potential difference across each resistor when the network is connected to a source of potential difference

* Determine the equivalent capacitance of a series or parallel capacitor network, and determine the charge in and potential difference across each capacitor when the network is connected to a source of potential difference

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Worksheet

* Representative AP Problems

* Worksheet

* Representative AP Problems

* Finish assigned problems from worksheet

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Use Kirchoff's laws to describe behavior of series, parallel, and combination circuits, and to calculate equivalent resistance, current, voltage, and power in sections of a circuit or in the circuit as a whole

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Worksheet

* Representative AP Problems

* Worksheet

* Representative AP Problems

* Pre - Read / Outline Sections 23.1 through 23.3, 23.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

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UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Build and perform measurements on a combination circuit comprising unknown resistors

* Prepare a report summarizing the outcome in inquiry format once resistor values are revealed

* Prepare a report summarizing the outcome in inquiry format once resistor values are revealed

* Board presentation with notes and examples

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

* Check individual student work during lab

* Collect and check lab worksheet

* Collect and check lab worksheet

* ActivBoard & chalkboard

* Lab materials: power supply, voltmeter, ammeter, connecting wires, standard resistors

* Lab materials: power supply, voltmeter, ammeter, connecting wires, standard resistors

Finish lab

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UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Calculate equivalent capacitance for capacitors in series and in parallel

* Describe the effect of capacitors on resistor circuits in dynamic equilibrium, and perform related calculations

* Describe the effect of capacitors on resistor circuits in dynamic equilibrium, and perform related calculations

* Board presentation with notes and examples

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Section 23.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

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UNIT: AP2 Electricity

STANDARDS (AP Physics 2 Learning Objectives): 5.A.2.1, 1.A.5.2, 1.B.2.2, 1.B.2.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.3.4, 3.B.1.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.2.1, 5.C.2.2, 5.C.2.3, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7, 3.C.4.2, 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 5.C.3.3 view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

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UNIT: AP2 Magnetism

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 2.C.4.1, 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.B.1.4, 3.G.2.1, 4.E.1.1, 4.E.2.1, 3.C.3.1, 3.C.3.2 view

* Describe the origins of magnetism in moving electric charges and in the magnetic moment ("spin") of electrons

* Name common magnetic elements and explain why their atomic magnetic fields do not cancel and manifest at macroscopic scale

* Describe characteristics of magnetic fields and compare and contrast magnetic fields and electric fields

* Recognize that currents create magnetic fields, and describe the fields created by straight wires, loops of wire, and solenoids

* Name common magnetic elements and explain why their atomic magnetic fields do not cancel and manifest at macroscopic scale

* Describe characteristics of magnetic fields and compare and contrast magnetic fields and electric fields

* Recognize that currents create magnetic fields, and describe the fields created by straight wires, loops of wire, and solenoids

* Board presentation with notes and examples

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* ActivBoard and chalkboard

* Demonstration / lab materials (wires, powers supply compasses, solenoids, magnets, iron filings)

* Demonstration / lab materials (wires, powers supply compasses, solenoids, magnets, iron filings)

* Pre - Read / Outline Sections 24.1 - 24.3

* Post - Representative problems from textbook

* Finish lab report

* Post - Representative problems from textbook

* Finish lab report

Includes "quick lab" with bar magnets, iron filings and compasses.

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UNIT: AP2 Magnetism

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 2.C.4.1, 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.B.1.4, 3.G.2.1, 4.E.1.1, 4.E.2.1, 3.C.3.1, 3.C.3.2 view

* Perform calculations related to the magnetic field produced by straight wires, loops, and solenoids

* Use the right-hand rule to determine the directions of magnetic fields created by current-carrying wires

* Use the right-hand rule to determine the directions of magnetic fields created by current-carrying wires

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 24.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Magnetism

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 2.C.4.1, 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.B.1.4, 3.G.2.1, 4.E.1.1, 4.E.2.1, 3.C.3.1, 3.C.3.2 view

* Measure the magnetic field in a slinky as a function of current and turns per meter

* Graph field strength vs. current and turns per meter, to compare the results to expected values for a solenoid

* Graph field strength vs. current and turns per meter, to compare the results to expected values for a solenoid

* Board presentation with notes and examples

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Check individual student work during lab

* Lab equipment (as listed in lab handout)

* ActivBoard and chalkboard

* ActivBoard and chalkboard

* Finish lab report

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Magnetism

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 2.C.4.1, 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.B.1.4, 3.G.2.1, 4.E.1.1, 4.E.2.1, 3.C.3.1, 3.C.3.2 view

* Describes the paths of moving charges being influenced by magnetic fields, and perform related calculations

* Use the right-hand rule to determine the directions of forces on moving charged particles

* Describe and explain the forces on current-carrying wires being influenced by magnetic fields, and perform related calculations

* Use the right-hand rule to determine the directions of forces on current-carrying wires

* Explain the fundamentals of electric motor operation

* Use the right-hand rule to determine the directions of forces on moving charged particles

* Describe and explain the forces on current-carrying wires being influenced by magnetic fields, and perform related calculations

* Use the right-hand rule to determine the directions of forces on current-carrying wires

* Explain the fundamentals of electric motor operation

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 24.5 - 24.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

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UNIT: AP2 Magnetism

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 2.C.4.1, 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.B.1.4, 3.G.2.1, 4.E.1.1, 4.E.2.1, 3.C.3.1, 3.C.3.2 view

* Describe and explain induced currents due to changing magnetic fields and motional emf using the concepts of magnetic flux and Faraday's law

* State Lenz's law and recognize its connection to conservation of energy principles

* Perform calculations related to induced currents and motional emf, and determine the directions of these currents based on right hand rules and Lenz's law

* State Lenz's law and recognize its connection to conservation of energy principles

* Perform calculations related to induced currents and motional emf, and determine the directions of these currents based on right hand rules and Lenz's law

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Spiral using PCAs and application in future lessons

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 25.1 - 25.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Demos include use of electric motors as generators (Genecons), inserting a magnet into a solenoid, induction using two coils, and a cylindrical magnet dropping through a vertical copper pipe.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Magnetism

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 2.C.4.1, 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.B.1.4, 3.G.2.1, 4.E.1.1, 4.E.2.1, 3.C.3.1, 3.C.3.2 view

* Use a computer simulation to explore all aspects of magnetism covered in this unit

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Check individual student work during lab

* ActivBoard and chalkboard

* Handout

* Computers

* Handout

* Computers

* Finish lab report

Students may do the work individually, or prepare material to present to the class in groups.

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UNIT: AP2 Magnetism

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 2.C.4.1, 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.B.1.4, 3.G.2.1, 4.E.1.1, 4.E.2.1, 3.C.3.1, 3.C.3.2 view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Magnetism

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 2.C.4.1, 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.B.1.4, 3.G.2.1, 4.E.1.1, 4.E.2.1, 3.C.3.1, 3.C.3.2 view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* List, recognize and describe basic properties of a wave (e.g. amplitude, frequency, wavelength, speed, period)

* Describe free-end and fixed-end reflections, and reflection / transmission at boundaries, including inversion (180 degree phase change) where it occurs

* Describe properties of electromagnetic waves, including propagation through empty space, and types of EM waves

* Work with snapshot and history graphs of waves

* Compute the relative decrease in intensity of a spherical wave as a function of distance from the source

* Describe superposition in general and standing waves in particular, determine displacement of the medium where multiple waves are superimposed, and solve problems regarding the relationship between speed, frequency and wavelength of a standing wave

* Describe and explain diffraction and interference of waves

* Describe free-end and fixed-end reflections, and reflection / transmission at boundaries, including inversion (180 degree phase change) where it occurs

* Describe properties of electromagnetic waves, including propagation through empty space, and types of EM waves

* Work with snapshot and history graphs of waves

* Compute the relative decrease in intensity of a spherical wave as a function of distance from the source

* Describe superposition in general and standing waves in particular, determine displacement of the medium where multiple waves are superimposed, and solve problems regarding the relationship between speed, frequency and wavelength of a standing wave

* Describe and explain diffraction and interference of waves

* Board presentation with notes and examples

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Monitor proficiency during practice session.

* Call on students at random or with emphasis on students who may need assistance.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment.

* Call on students at random or with emphasis on students who may need assistance.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment.

* ActivBoard and chalkboard

* Handouts

* Lab materials: demonstration slinky and ripple tank

* Outside Website (Wave animations)

* Self-produced and third party videos

* Handouts

* Lab materials: demonstration slinky and ripple tank

* Outside Website (Wave animations)

* Self-produced and third party videos

* Pre - Read / Outline Sections 25.5, 25.7, 15.1-15.5, 16.1-16.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Abbreviated demonstration with Slinky, followed by notes, problems, and a demonstration in ripple tank of reflection, refraction, diffraction, and interference.

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UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Recognize that light has a wave nature although we perceive it as rays due to the small wavelength and extremely high frequency

* Recognize that light is a form of electromagnetic radiation (wavelength 400 nm to 750 nm) that we can see

* Use index of refraction to determine the speed and wavelength of light in a medium

* Describe and explain diffraction of light

* Recognize that light is a form of electromagnetic radiation (wavelength 400 nm to 750 nm) that we can see

* Use index of refraction to determine the speed and wavelength of light in a medium

* Describe and explain diffraction of light

* Board presentation with notes and examples

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Pre - Read / Outline Section 17.1

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Investigate Snell's law as a phenomenon related to changes in wave speed by collecting or examining data from a ripple tank

* Differentiate between the geometry of wave crests and wave rays as waves refract

* Differentiate between the geometry of wave crests and wave rays as waves refract

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* Demonstration(s)

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* Demonstration(s)

* Class discussion with inquiry method

* Check individual student work during lab

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Lab materials: ripple tank assembly

* Outside website (Wave animations)

* Blackboard optics set

* Lab materials: ripple tank assembly

* Outside website (Wave animations)

* Blackboard optics set

* Post - Finish lab

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Describe and explain interference of light from a double-slit, diffraction grating, or single slit, and perform related calculations

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Class discussion with inquiry method

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Lab equipment: laser, slit plate, ring stands

* ActivBoard and chalkboard

* Worksheet

* Representative AP Problems

* ActivBoard and chalkboard

* Worksheet

* Representative AP Problems

* Pre - Read / Outline Sections 17.2, 17.3, and 17.5

* Post - Representative problems from textbook

* Finish lab report

* Post - Representative problems from textbook

* Finish lab report

Per 1: Use interference pattern to derive equations

Per 2: Complete descriptions of interference from double-slit, diffraction gratings, and single slit

Per 3: Quick lab

Per 2: Complete descriptions of interference from double-slit, diffraction gratings, and single slit

Per 3: Quick lab

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Describe and explain thin-film interference, and perform related calculations

* Board presentation with notes and examples

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* Use of computer simulation in demonstrations or lab

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Peer teaching / collaboration during lab

* One-on-one teacher / student instruction during lab

* Use of computer simulation in demonstrations or lab

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* ActivBoard and chalkboard

* Worksheet

* Representative AP Problems

* Worksheet

* Representative AP Problems

* Pre - Read / Outline Section 17.4

* Post - Representative problems from textbook

* Worksheet

* Post - Representative problems from textbook

* Worksheet

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Describe polarization and explain its application in common devices such as sunglasses

* Successfully answer questions and solve problems based on the material covered in this unit

* Successfully answer questions and solve problems based on the material covered in this unit

* Board presentation with notes and examples

* Demonstration(s)

* Class discussion with inquiry method

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Call on students at random or with emphasis on students who may need assistance

* Monitor proficiency during practice session

* Monitor proficiency during practice session

* ActivBoard and chalkboard

* Pre - Read / Outline Section 25.5 (polarization only)

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Draw diagrams exploiting the wave model of light to predict the path of reflected rays, and determine the location and characteristics of reflections from plane mirrors

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Worksheet

* Representative AP Problems

* Worksheet

* Representative AP Problems

* Pre - Read / Outline Sections 18.1 and 18.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Describe and explain refraction of light rays at an interface, and solve related problems using Snell's law

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Blackboard optics kit

* Outside Website (PhET simulation)

* Representative AP Problems

* Blackboard optics kit

* Outside Website (PhET simulation)

* Representative AP Problems

* Pre - Read / Outline Section 18.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Most practice work comes in the form of sample AP questions.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Predict via diagrams and mathematics the nature of images formed by curved mirrors and spherical lenses

* Board presentation with notes and examples

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Demonstration(s)

* Class discussion with inquiry method

* Citation of applications meaningful to students

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Worksheet

* Representative AP Problems

* Worksheet

* Representative AP Problems

* Pre - Read / Outline Sections 18.4-18.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

Most practice work is in the form of sample AP problems.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Predict the location of an image formed by two convex lenses using a computer simulation, and collect data on the actual lenses to verify the prediction and explain discrepancies

* Board presentation with notes and examples

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

* Citation of applications meaningful to students

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

* Citation of applications meaningful to students

* Check individual student work during lab

* Lab equipment: meter stick optical bench (2), convex lenses (10 cm and 20 cm focal lengths), light source

* ActivBoard and chalkboard

* Handout

* Outside Website (Davidson simulation)

* ActivBoard and chalkboard

* Handout

* Outside Website (Davidson simulation)

* Finish lab report

* Worksheet

* Worksheet

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Waves and Optics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.5.2, 6.A.1.1, 6.A.1.2, 1.E.1.1, 6.B.4.1, 3.B.1.4, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1, 6.F.4.1 view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Describe inertial reference frames, Galilean transformations, and the invariability of the speed of light in all reference frames

* Describe the impact of the invariability of the speed of light in terms of simultaneity of events, time dilation, and length contraction

* Answer basic conceptual questions related to special relativity

* Describe the impact of the invariability of the speed of light in terms of simultaneity of events, time dilation, and length contraction

* Answer basic conceptual questions related to special relativity

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Use of video clip(s)

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Use of video clip(s)

* Monitor proficiency during practice session

Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Section 27.1-27.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

This is for notes.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Define a black body as one that absorbs and emits but does not reflect EM radiation, and recognize that the behavior of most surfaces approximates that of black bodies

* Recognize that random motion of atoms at the surface of the black body, as vibrating charged particles, are the source of EM emissions from black bodies

* Recognize that black body radiation consists of a broad spectrum of frequencies, and that the peak frequency is inversely related to the temperature of the surface

* Describe the "ultraviolet catastrophe," that classical physics predicts ever increasing intensity of radiation from black bodies with increasing frequency of the radiation

* Recognize that Max Planck's concept of photons - quantization of EM radiation - solves the problem and allows for accurate prediction of the distribution of frequencies of radiation from black bodies

* Recognize that random motion of atoms at the surface of the black body, as vibrating charged particles, are the source of EM emissions from black bodies

* Recognize that black body radiation consists of a broad spectrum of frequencies, and that the peak frequency is inversely related to the temperature of the surface

* Describe the "ultraviolet catastrophe," that classical physics predicts ever increasing intensity of radiation from black bodies with increasing frequency of the radiation

* Recognize that Max Planck's concept of photons - quantization of EM radiation - solves the problem and allows for accurate prediction of the distribution of frequencies of radiation from black bodies

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Use of video clip(s)

* Multiple representations (graphical and algebraic)

* Class discussion with inquiry method

* Use of video clip(s)

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Video

* Video

* Pre - Read / Outline Section 25.7

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Describe the photoelectric effect, and explain the result in terms of conservation of energy and the quantum nature of electron energy levels in atoms

* Use stopping potential and work function to perform calculations related to the photoelectric effect

* Recognize that the photoelectric effect reveals the quantum nature of EMR, as described by the equation E=hf

* Use stopping potential and work function to perform calculations related to the photoelectric effect

* Recognize that the photoelectric effect reveals the quantum nature of EMR, as described by the equation E=hf

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Use of video clip(s)

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Use of video clip(s)

* Monitor proficiency during practice session.

* Call on students at random or with emphasis on students who may need assistance.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment.

* Call on students at random or with emphasis on students who may need assistance.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment.

* ActivBoard and chalkboard

* Video

* Representative AP Problems

* Video

* Representative AP Problems

* Pre - Read / Outline Sections 28.2 and 28.3

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Describe the wave nature of matter qualitatively and quantitatively, most especially as reflected in the energy levels of electrons in orbit around the nucleus

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Use of video clip(s)

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Use of video clip(s)

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Video

* Video

* Pre - Read / Outline Sections 28.4-28.6

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Describe the uncertainty principle qualitatively and through use of the position and momentum formula, and recognize the impact of quantum theory through such examples as tunneling and wave-particle duality

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Pre - Read / Outline Sections 28.7-28.8

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Describe spectroscopy as a means of studying electron energy levels

* Describe early experiments on atomic nuclei as a means of revealing the structure of the nucleus

* Describe the nature of discreet energy levels within atoms

* Describe early experiments on atomic nuclei as a means of revealing the structure of the nucleus

* Describe the nature of discreet energy levels within atoms

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 29.1-29.4

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Describe the source of discreet energy levels within atoms, using the hydrogen atom as a (relatively) simple example, and explain the Pauli exclusion principle

* Extend the aforementioned to describe (qualitatively) energy levels within multi-electron atoms, resulting spectra, and the production of light in a laser

* Extend the aforementioned to describe (qualitatively) energy levels within multi-electron atoms, resulting spectra, and the production of light in a laser

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 29.5-29.9

* Post - Representative problems from textbook

* Post - Representative problems from textbook

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UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Define atomic number, atomic mass, and binding energy

* Explain (qualitatively) the relative stability of various atomic nuclei

* Explain (qualitatively) the relative stability of various atomic nuclei

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 30.1 and 30.2

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Explain nuclear decay in terms of nuclear forces, and describe the outcome of decay in the emission of particles and high-energy photons in terms of conservation of charge and energy

* Solve problems using E=mc^2 related to nuclear decay to determine missing mass and the resultant kinetic energy of emitted charged particles and photons

* Solve problems using E=mc^2 related to nuclear decay to determine missing mass and the resultant kinetic energy of emitted charged particles and photons

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Representative AP Problems

* Representative AP Problems

* Pre - Read / Outline Sections 30.3-30.5

* Post - Representative problems from textbook

* Post - Representative problems from textbook

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Successfully answer questions and solve problems based on the material covered in this unit

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* PG Website

* Worksheets with sample AP problems

* PG Website

* Continue with problem set from class

* Related online problems

* Related online problems

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Modern Physics

STANDARDS (AP Physics 2 Learning Objectives): 1.A.2.1, 1.A.4.1, 1.A.5.2, 1.C.4.1, 1.D.1.1, 1.D.3.1, 3.B.1.4, 3.G.3.1, 4.C.4.1, 5.B.11.1, 5.B.8.1, 5.C.1.1, 5.C.2.1, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1, 1.B.1.1 view

* Demonstrate mastery of the material in this unit in a AP-style common test

* One-on-one teacher / student instruction during practice session

* Assign online problems with correction / resubmit option

* Summative - Test

* ActivBoard & chalkboard

* PG Website

* PG Website

* Online problems

* Study for test

* Study for test

Review period after general practice sessions, followed by test.

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UNIT: AP2 Review for AP Exam

STANDARDS (AP Physics 2 Learning Objectives): view

* Demonstrate proficiency on the final examination, covering the same material as the AP exam

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard and chalkboard

* Handout

* Worksheet

* Handout

* Worksheet

* Study for final (summaries from text and review packet)

Independent study by students in days leading to exam with teacher support where needed.

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UNIT: AP2 Review for AP Exam

STANDARDS (AP Physics 2 Learning Objectives): view

* Successfully solve problems based on the material covered in this course

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard & chalkboard

* Worksheets with sample AP problems

* Worksheets with sample AP problems

* Continue with problem set from class

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Review for AP Exam

STANDARDS (AP Physics 2 Learning Objectives): view

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Practice test

* Practice test

* Study areas of weakness based on item analysis of practice test

One period to take exam, one period to go over exam.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Review for AP Exam

STANDARDS (AP Physics 2 Learning Objectives): view

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Practice test

* Practice test

* Study areas of weakness based on item analysis of practice test

One period to take exam, one period to go over exam.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Review for AP Exam

STANDARDS (AP Physics 2 Learning Objectives): view

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Practice test

* Practice test

* Study areas of weakness based on item analysis of practice test

Two periods to take exam. Go over exam as part of review.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Review for AP Exam

STANDARDS (AP Physics 2 Learning Objectives): view

* Use of easy / medium / difficult questions

* Class discussion with inquiry method

* Practice test

* Practice test

* Study areas of weakness based on item analysis of practice test

Two periods to take exam. Go over exam as part of review.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: AP2 Review for AP Exam

STANDARDS (AP Physics 2 Learning Objectives): view

* Demonstrate proficiency on the midterm examination, covering the first semester

* Board presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Teacher-assigned pairs or groups

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Teacher-assigned pairs or groups

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard and chalkboard

* Handout

* Worksheet

* Handout

* Worksheet

* Study for midterm (summaries from text and review packet)

Exam: 2 periods

Review of exam: 1 period

Review of exam: 1 period

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UNIT: AP2 Post-Test Topics

STANDARDS (AP Physics 2 Learning Objectives): view

* Design and execute a project that forms connections between physics and a topic of interest to the student

* Build a working model or prototype, if the project involves engineering or design

* Collect data related to the project, and analyze the data, using inquiry methods

* Prepare a presentation to the class that includes the model, or representative video, or experimental results

* Build a working model or prototype, if the project involves engineering or design

* Collect data related to the project, and analyze the data, using inquiry methods

* Prepare a presentation to the class that includes the model, or representative video, or experimental results

* ActivInspire presentation with notes and examples

* Lab with electronic data collection

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Class discussion with inquiry method

* Use of video clip(s)

* Citation of applications meaningful to students

* Lab with electronic data collection

* Use of computer simulation in demonstrations or lab

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Class discussion with inquiry method

* Use of video clip(s)

* Citation of applications meaningful to students

* Check individual student work during lab

* ActivBoard and chalkboard

* Handout

* Lab equipment as needed by students

* Handout

* Lab equipment as needed by students

* Work on projects

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Learn classroom procedures, course requirements and expectations.

2. Receive a textbook.

3. Become acquainted with their lab partners while completing a simple but challenging engineering project.

2. Receive a textbook.

3. Become acquainted with their lab partners while completing a simple but challenging engineering project.

Review Strategies

n/a

Review Content

n/a

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

New Content

Classroom procedures, engineering and construction with limited resources, teamwork.

n/a

Review Content

n/a

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

New Content

Classroom procedures, engineering and construction with limited resources, teamwork.

* Check individual student work during lab

* Collect and check lab and related homework

* Poll students with clickers or white boards

* Assign online questions

* Collect and check lab and related homework

* Poll students with clickers or white boards

* Assign online questions

* ActivBoard & chalkboard

* Information Sheet

* Lab Handout

* Paper, scissors, and tape

* PG Website

* Information Sheet

* Lab Handout

* Paper, scissors, and tape

* PG Website

* Reading: pp. 2-3

* Have parent email teacher

* Read online class rules and take quiz

* Have parent email teacher

* Read online class rules and take quiz

Day 1: Discuss classroom procedures, handout textbook and contract, prep for paper tower. Have students do map of the important spots in their community, review classroom rules via the internet, and try web-based Q&A.

Day 2 (if done): Do paper tower activity. Students try to build the tallest possible free-standing tower from one sheet of paper.

Day 2 (if done): Do paper tower activity. Students try to build the tallest possible free-standing tower from one sheet of paper.

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UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Use only a string to measure a 20 m length, to explore the concepts of calibration and measurement.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

New Content

Calibration and measurement

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

New Content

Calibration and measurement

* Check individual student work during lab

* Collect and check lab paper

* Collect and check lab paper

* String

* Meter stick

* Meter stick

* Written: Online questions / problems or Physics To Go questions

Short version of the lab includes only a written description of the process of measurement from each group. Longer version includes a written reflection afterward.

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UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Distinguish between real events and illusions,

2. Test their perceptions of drawings using measurements,

3. Find examples of optical illusions in their homes and explain the illusions,

4. Examine food packaging for examples of illusions,

5. Calculate the volume of product packaging and compare to the stated volume,

6. Use unit prices to compare product costs.

2. Test their perceptions of drawings using measurements,

3. Find examples of optical illusions in their homes and explain the illusions,

4. Examine food packaging for examples of illusions,

5. Calculate the volume of product packaging and compare to the stated volume,

6. Use unit prices to compare product costs.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.4: Discussion of two examples of illusions.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

New Content

For You To Do pp. 4-7

Critical examination of optical illusions, measuring with a metric ruler, calculating volume.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.4: Discussion of two examples of illusions.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

New Content

For You To Do pp. 4-7

Critical examination of optical illusions, measuring with a metric ruler, calculating volume.

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Collect and check lab and related homework

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* PG Website

* Worksheet

* PG Website

* Reading: For You To Read

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

Students examine optical illusions and make measurements to confirm or refute what their eyes “see.” Real-world illusions in food packaging are also discussed.

Per 1: Lab

Per 2: Video on illusion and accompanying worksheet

Per 1: Lab

Per 2: Video on illusion and accompanying worksheet

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. calibrate the length of a stride,

2. measure a length by pacing and with a meter stick,

3. identify sources of error in measurement,

4. evaluate estimates of measurements as reasonable or unreasonable,

5. measure various objects and calculate the error in each measurement.

2. measure a length by pacing and with a meter stick,

3. identify sources of error in measurement,

4. evaluate estimates of measurements as reasonable or unreasonable,

5. measure various objects and calculate the error in each measurement.

Review Strategies

* Pre-class activity related to prior lesson if needed

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 9: Assessment of reasonableness of measurements.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

New Content

For You To Do pp. 9-11

Measurement of stride length and distance walked, error analysis, estimation.

* Pre-class activity related to prior lesson if needed

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 9: Assessment of reasonableness of measurements.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

New Content

For You To Do pp. 9-11

Measurement of stride length and distance walked, error analysis, estimation.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: 50-m tape measure, cone

* PG Website

* Worksheet

* Lab materials: 50-m tape measure, cone

* PG Website

* Written: Online questions / problems or Physics To Go questions

Students calibrate a measurement unit and use it to measure various lengths. Discussion of measurement errors and use of common sense to determine if a measurement is reasonable. Preliminary activity used on day 1 familiarizing student with reading scales and limit of calibration.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Devise classification systems for “alien life forms” based on observations,

2. Identify and analyze simple patterns,

3. Identify patterns from meaurements of the diamter, cicumference and height of cylinders,

4. determine the pattern for winning the game of Nim.

2. Identify and analyze simple patterns,

3. Identify patterns from meaurements of the diamter, cicumference and height of cylinders,

4. determine the pattern for winning the game of Nim.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 13: Pattern recognition in animals.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

New Content

Pattern recognition in drawings, in dimensional measurements, and in a simple game.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 13: Pattern recognition in animals.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

New Content

Pattern recognition in drawings, in dimensional measurements, and in a simple game.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Lab materials: metal cans

* Worksheet

* PG Website

* Lab materials: metal cans

* Worksheet

* PG Website

* Written: Online questions / problems or Physics To Go questions

Students look for patterns among objects and use patterns to develop a classification scheme.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Determine the frequency of English letters used in written samples, and graph the data,

2. Determine the frequency of symbols used in a coded message, and graph the data,

3. Decode a cipher.

2. Determine the frequency of symbols used in a coded message, and graph the data,

3. Decode a cipher.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 19: Exploration of the connection between language and codes.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

* Teacher-assigned pairs or groups

New Content

Breaking a code using bar graphs. Binary number system. Strategies for detecting patterns.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 19: Exploration of the connection between language and codes.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

* Teacher-assigned pairs or groups

New Content

Breaking a code using bar graphs. Binary number system. Strategies for detecting patterns.

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Collect and check lab and related homework

* Assign online problems with correction / resubmit option

* Check individual student work during lab

* Collect and check lab and related homework

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Lab Handout

* Computers (counting letters and making bar graphs using Google sheets

* Lab Handout

* Computers (counting letters and making bar graphs using Google sheets

* Reading: For You To Read

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

Students look for patterns among objects and use patterns to develop a classification scheme.

Day 1: WDYT, tally letters in article using online tool, submit data for class graph, start group graph on computer.

Day 2: Finish group graph, count symbols, produce handwritten symbol bar graph.

Day 3: Decode message and wrap-up with questions on binary code.

Day 1: WDYT, tally letters in article using online tool, submit data for class graph, start group graph on computer.

Day 2: Finish group graph, count symbols, produce handwritten symbol bar graph.

Day 3: Decode message and wrap-up with questions on binary code.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Review for a quiz via classroom discussion and sample problems.

2. Take a quiz in order to assess their understanding of material presented in this chapter to date.

2. Take a quiz in order to assess their understanding of material presented in this chapter to date.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson as necessary

Review Content

Classroom review of content of Activities 1-3.

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

New Content

none

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson as necessary

Review Content

Classroom review of content of Activities 1-3.

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

New Content

none

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* ActivBoard & chalkboard

* Worksheet

* Worksheet

* Study for quiz

Review on one day, quiz on the next.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

See and discuss examples representing all known sizes of objects, from the very large to the very small.

Review Strategies

* Discussion of recent work to activate prior knowledge

Review Content

none

New Content Strategies

* Use of professionally-produced video

New Content

Scientific notation, powers of ten, sizes of objects from subatomic particles to the universe.

* Discussion of recent work to activate prior knowledge

Review Content

none

New Content Strategies

* Use of professionally-produced video

New Content

Scientific notation, powers of ten, sizes of objects from subatomic particles to the universe.

* Worksheet to accompany video

* Video (online)

* Finish worksheet

This activity takes only about 20 minutes; part of one period. Use other part to let students catch up on their work.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Determine the experimental probability of a paper wad toss,

2. Determine the theoretical probability of the paper wad toss,

3. Compare the experimental probability and theoretical probability, and explain the differences between them,

4. Interpret a histogram of data.

2. Determine the theoretical probability of the paper wad toss,

3. Compare the experimental probability and theoretical probability, and explain the differences between them,

4. Interpret a histogram of data.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 24: Planning for safety based on statistical data.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

For You To Do p. 25: Statistical analysis of a paper wad toss, effect of sample size on agreement between experimental and theoretical probability.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 24: Planning for safety based on statistical data.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

For You To Do p. 25: Statistical analysis of a paper wad toss, effect of sample size on agreement between experimental and theoretical probability.

* Monitor proficiency during practice session

* Check individual student work during lab

* Collect and check lab and related homework

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Lab materials: crumpled scrap paper, trash can with clean liner

* Worksheet

* PG Website

* Lab materials: crumpled scrap paper, trash can with clean liner

* Worksheet

* PG Website

* Reading: For You To Read

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

Students toss paper wads towards a trashcan as an introduction to probability theory. Discussion emphasizes that agreement between experimental and theoretical probabilities improves as the sample size increases.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Use an indirect measurement to calculate the area of a penny,

2. Compare the calculation made by indirect measurement to that made by a direct method of measurement,

3. Read about Rutherford’s gold foil experiment, through which he determined the existence of a nucleus in atoms.

2. Compare the calculation made by indirect measurement to that made by a direct method of measurement,

3. Read about Rutherford’s gold foil experiment, through which he determined the existence of a nucleus in atoms.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 29: Discussion of measuring things that cannot be seen.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

FTYD pp. 29-30. Indirect measurement example, the area of a penny.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 29: Discussion of measuring things that cannot be seen.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

FTYD pp. 29-30. Indirect measurement example, the area of a penny.

* Monitor proficiency during practice session

* Check individual student work during lab

* Collect and check lab and related homework

* Check individual student work during lab

* Collect and check lab and related homework

* Information Sheet

* ActivBoard & chalkboard

* Lab materials: common classroom supplies

* Worksheet

* PG Website

* ActivBoard & chalkboard

* Lab materials: common classroom supplies

* Worksheet

* PG Website

* Reading: For You To Read

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Explore the pattern of a large number of random events by creating a human pinball machine.

2. Identify patterns in Pascal’s triangle.

3. Explore and graph the pattern of a large number of events using a computer simulation.

2. Identify patterns in Pascal’s triangle.

3. Explore and graph the pattern of a large number of events using a computer simulation.

Review Strategies

* Pre-class activity to activate prior knowledge

* Teacher review of homework as necessary

Review Content

What Do You Think? p. 33: Discussion of predictablility in random events.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Identifying patterns in systems comprised of a series of mutually-exclusive random events.

Pascal’s triangle.

* Pre-class activity to activate prior knowledge

* Teacher review of homework as necessary

Review Content

What Do You Think? p. 33: Discussion of predictablility in random events.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Identifying patterns in systems comprised of a series of mutually-exclusive random events.

Pascal’s triangle.

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Collect and check lab and related homework

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Computer

* Lab materials: cones

* Computers (day 2)

* PG Website (Homework plus Hexstat simulation)

* Computer

* Lab materials: cones

* Computers (day 2)

* PG Website (Homework plus Hexstat simulation)

* Reading: For You To Read

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Model radioactive decay and plot the half-life of the sample.

2. Graph the decay of another model.

3. Analyze the use of carbon-14 in radioactive dating.

2. Graph the decay of another model.

3. Analyze the use of carbon-14 in radioactive dating.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 40: Assessing prior knowledge of radioactive dating.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Half-lives, radioactve dating, exponential decay graphs.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 40: Assessing prior knowledge of radioactive dating.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Half-lives, radioactve dating, exponential decay graphs.

* Monitor proficiency during practice session

* Check individual student work during lab

* Collect and check lab and related homework

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Lab materials: chips marked on one side

* Worksheet

* PG Website

* Lab materials: chips marked on one side

* Worksheet

* PG Website

* Reading: For You To Read

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

Students model radioactive decay, graph their data, and determine the half-life of materials using plastic chips.

Day 1: WDYT, notes, collect data with chips, begin graphs

Day 2: Worksheet, finish FYTD, start HW

Day 1: WDYT, notes, collect data with chips, begin graphs

Day 2: Worksheet, finish FYTD, start HW

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Work on unfinished classwork and homework

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard & chalkboard

* PG Website

* PG Website

* Finish work as required

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 1

STANDARDS (State Standards): 3.2.12.A2., 3.2.C.A3., 3.2.C.A5., 3.2.10.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Demonstrate mastery of the most important concepts in this chapter

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Monitor proficiency during practice session

* Summative - Test

* Summative - Test

* ActivBoard & chalkboard

* Review worksheet

* Review worksheet

* Written: Finish review worksheet, study for test

Day 1: Review For Exam

Day 2: Exam

Day 2: Exam

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Observe the motion of an object upon which unbalanced forces are applied as it makes contacts with a surface, and as it experiences minimal friction.

2. Identify forces applied to objects.

3. Define force.

4. Define friction as a force that tends to slow an object’s motion.

5. State Newton’s First Law Of Motion.

2. Identify forces applied to objects.

3. Define force.

4. Define friction as a force that tends to slow an object’s motion.

5. State Newton’s First Law Of Motion.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 56: Explore prior knowledge of friction and inertia.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Class discussion with inquiry method

* Use of professionally-produced video

New Content

Newton’s First Law, inertia, force, friction.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 56: Explore prior knowledge of friction and inertia.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Class discussion with inquiry method

* Use of professionally-produced video

New Content

Newton’s First Law, inertia, force, friction.

* Call on students at random or with emphasis on students who may need assistance

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard & chalkboard

* Worksheets

* Lab materials: air table demonstration equipment

* Worksheets

* Lab materials: air table demonstration equipment

* Reading: For You To Read

* Written: Finish worksheet, finish auxiliary worksheet

* Written: Finish worksheet, finish auxiliary worksheet

Day 1: Demonstrations and lab worksheet

Day 2: Follow-up worksheet as check for understanding

Day 2: Follow-up worksheet as check for understanding

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Measure the speed of an object with a dot timer.

2. Define speed and acceleration.

3. Make and interpret acceleration graphs.

4. Analyze amusement park rides to identify points of acceleration.

5. Demonstrate motion at a constant speed and accelerated motion.

2. Define speed and acceleration.

3. Make and interpret acceleration graphs.

4. Analyze amusement park rides to identify points of acceleration.

5. Demonstrate motion at a constant speed and accelerated motion.

Review Strategies

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 61: Student reflect on the meaning of the maximum possible speed, the speed of light. Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Use of a Labquest and smart pulley for data gathering related to motion, speed and acceleration.

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 61: Student reflect on the meaning of the maximum possible speed, the speed of light. Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Use of a Labquest and smart pulley for data gathering related to motion, speed and acceleration.

* Monitor proficiency during practice session

* Check individual student work during lab

* Collect and check lab worksheet

* Assign online problems with correction / resubmit option

* Check individual student work during lab

* Collect and check lab worksheet

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Worksheets

* PG Website

* Lab materials: Spark timers and timer tape, scissors, tape

* Worksheets

* PG Website

* Lab materials: Spark timers and timer tape, scissors, tape

* Reading: Physics Talk

* Written: Finish worksheet, online problems on speed and acceleration WS

* Written: Finish worksheet, online problems on speed and acceleration WS

Do work over 4 days. Includes board notes and speed and acceleration problem WS.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Use a spark timer to analyze the motion of a cart as it rolls down a ramp.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Accelerations driven by the force of gravity are constant.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Accelerations driven by the force of gravity are constant.

* Check individual student work during lab

* Collect and check lab worksheet

* Collect and check lab worksheet

* ActivBoard & chalkboard

* Worksheets

* Lab materials: Timer, timer tape, lab cart, inclined plane

* Worksheets

* Lab materials: Timer, timer tape, lab cart, inclined plane

* Written: Finish activity questions

Can start review for quiz on second day depending on student pace of work.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Review for a quiz via classroom discussion and sample problems.

2. Take a quiz in order to assess their understanding of material presented in this chapter to date.

2. Take a quiz in order to assess their understanding of material presented in this chapter to date.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Classroom review of content of Activities 1-2.

New Content Strategies

na

New Content

none

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Classroom review of content of Activities 1-2.

New Content Strategies

na

New Content

none

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* ActivBoard & chalkboard

* Worksheet

* Worksheet

* Written: Study for quiz

Review first, then quiz. One- or two-days with extra review depending on student needs.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Compare weight and mass.

2. Analyze the effect of the same force on objects of about the same size but of three different masses.

3. Define mass.

4. Define weight.

5. Determine the relative mass of objects based on application of a force.

2. Analyze the effect of the same force on objects of about the same size but of three different masses.

3. Define mass.

4. Define weight.

5. Determine the relative mass of objects based on application of a force.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 69: Reflection on scale factors in living things.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Teacher-assigned pairs or groups

New Content

Thre relationship F=ma, contrasting mass and weight.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 69: Reflection on scale factors in living things.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Teacher-assigned pairs or groups

New Content

Thre relationship F=ma, contrasting mass and weight.

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Assign online problems with correction / resubmit option

* Check individual student work during lab

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Worksheet

* Lab materials: three balls with same diameter but different masses

* PG Website

* Computers

* Worksheet

* Lab materials: three balls with same diameter but different masses

* PG Website

* Computers

* Reading: For You To Read

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

Students roll balls back and forth on the lab table in lieu of playing broom hockey. Underscore how to complete homework (online questions) for full credit.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Determine the accelerations produced by a constant force on different masses.

2. Determine the accelerations procuced by different forces on a constant mass.

3. Interpret velocity vs. time graphs to compare accelerations.

4. Make force diagrams of experimental results.

5. State Newton’s Second Law Of Motion in words and mathematically.

6. Define net force.

7. Apply Newton’s second law of motion in everyday life.

2. Determine the accelerations procuced by different forces on a constant mass.

3. Interpret velocity vs. time graphs to compare accelerations.

4. Make force diagrams of experimental results.

5. State Newton’s Second Law Of Motion in words and mathematically.

6. Define net force.

7. Apply Newton’s second law of motion in everyday life.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 79 and p. 85: Reflection on force as it relates to initial speed and deceleration, and as it relates to mass.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Newton’s second law applied to everyday situations, interpreting a velocity vs. time graph to find acceleration.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 79 and p. 85: Reflection on force as it relates to initial speed and deceleration, and as it relates to mass.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Newton’s second law applied to everyday situations, interpreting a velocity vs. time graph to find acceleration.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Collect and check lab worksheet

* Assign online problems with correction / resubmit option

* Check individual student work during lab

* Collect and check lab worksheet

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Worksheet

* PG Website

* Lab materials: Labquest with photogate and smart pulley, cart, set of standard masses, pulley cord

* Computers

* Worksheet

* PG Website

* Lab materials: Labquest with photogate and smart pulley, cart, set of standard masses, pulley cord

* Computers

* Reading: For You To Read

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

Collecting data, making graphs, and answering questions occurs over two periods and starting online work in third period. Can truncate to two periods total by supplying students with sample data and having them do their graphs online.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. State Newton’s Third Law Of Motion.

2. Identify objects and the forces thay act on and explain why “action” and “reaction” forces do not cancel each other.

2. Identify objects and the forces thay act on and explain why “action” and “reaction” forces do not cancel each other.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.94: Reflection on the strength of gravity as a function of distance.

Review of previous classwork or homework as appropriate.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Class discussion with inquiry method

New Content

Newton’s Third Law.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.94: Reflection on the strength of gravity as a function of distance.

Review of previous classwork or homework as appropriate.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Class discussion with inquiry method

New Content

Newton’s Third Law.

* Call on students at random or with emphasis on students who may need assistance

* Assign online problems with correction / resubmit option

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Video

* PG Website

* Video

* PG Website

* Reading: Physics Talk

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Define friction.

2. Determine how changes in roughness, pressure and area of contact affect the frictional force.

2. Determine how changes in roughness, pressure and area of contact affect the frictional force.

Review Strategies

* Teacher review of homework as necessary

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Linear relationship between frictional force and the force pressing two surfaces together, rougher surfaces have more friction, friction is independent of surface area.

* Teacher review of homework as necessary

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Linear relationship between frictional force and the force pressing two surfaces together, rougher surfaces have more friction, friction is independent of surface area.

* Check individual student work during lab

* Collect and check lab worksheet

* Assign online problems with correction / resubmit option

* Collect and check lab worksheet

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Worksheet

* PG Website

* Lab materials: Friction box, set of standard masses, spring scale

* Worksheet

* PG Website

* Lab materials: Friction box, set of standard masses, spring scale

* Written: Online questions / problems or Physics To Go questions

Students drag friction boxes to investigate the impact of surface roughness, surface area and weight on the force of friction.

Can be expanded by collecting normal force and frictional force data, and graphing to find the coefficient of friction.

Can be expanded by collecting normal force and frictional force data, and graphing to find the coefficient of friction.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Gain practice in solving math problems introduced in Activities 1, 2 and 3.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Discuss steps in solving problems and applicable equations.

New Content Strategies

* Board presentation to document / post problems solved

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Teacher-assigned pairs or groups

New Content

* Use of F=ma with velocity and acceleration equations for mathematical problem-solving

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Discuss steps in solving problems and applicable equations.

New Content Strategies

* Board presentation to document / post problems solved

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Teacher-assigned pairs or groups

New Content

* Use of F=ma with velocity and acceleration equations for mathematical problem-solving

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Worksheet

* PG Website

* Computers

* Worksheet

* PG Website

* Computers

* PG questions / problems

Can use one or two periods for this purpose.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Work on unfinished classwork and homework

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard & chalkboard

* PG Website

* PG Website

* Finish work as required

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Demonstrate mastery of the most important concepts in this chapter

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Monitor proficiency during practice session

* Summative - Test

* Summative - Test

* ActivBoard & chalkboard

* Review worksheet

* Review worksheet

* Written -- Finish review worksheet, study for test

Day 1: Review For Test

Day 2: Exam

Day 2: Exam

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Author and draw a cartoon illustrating one of Newton’s three laws of motion, and present it to the class.

Review Strategies

* Pre-class activity related to prior lesson as needed

Review Content

The project draws on information learned in this chapter.

New Content Strategies

* One-on-one teacher / student instruction during completion of project

* Peer teaching / collaboration during project

New Content

Synthesis involving Newton’s laws of motion.

* Pre-class activity related to prior lesson as needed

Review Content

The project draws on information learned in this chapter.

New Content Strategies

* One-on-one teacher / student instruction during completion of project

* Peer teaching / collaboration during project

New Content

Synthesis involving Newton’s laws of motion.

* Monitor proficiency during project completion at several mid-project milestones

* ActivBoard & chalkboard

* Handout

* Handout

* Reading -- none

* Written -- Work on challenge as needed

* Written -- Work on challenge as needed

11 x 17, three-panel cartoon blank sheets needed.

Day 1: Work on rough draft.

Day 2: Finish rough draft, begin working on final cartoon.

Day 3: Finish final cartoon.

Day 4: Students present and explain cartoons to class (optional).

Day 1: Work on rough draft.

Day 2: Finish rough draft, begin working on final cartoon.

Day 3: Finish final cartoon.

Day 4: Students present and explain cartoons to class (optional).

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Predictions 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Watch a video describing the impact of the moon's gravity on the Earth and document important facts

* Use of video clip(s)

* Collect and check notes

* Video

* Reading -- none

* Written -- Finish information sheet

* Written -- Finish information sheet

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Identify the parts of the process of stopping a car.

2. Measure reaction time using stopwatches and falling rulers.

2. Measure reaction time using stopwatches and falling rulers.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 4: Reflection on response time in an emergency.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

Measurement of actual response time by two different methods.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 4: Reflection on response time in an emergency.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

Measurement of actual response time by two different methods.

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Collect and check lab and related homework

* Check individual student work during lab

* Collect and check lab and related homework

* Worksheet

* Lab materials: Metric rulers and stopwatches

* Lab materials: Metric rulers and stopwatches

* Written: Physics To Go

Students calculate their response times using various methods.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Define speed.

2. Identify constant and changing speeds.

3. Interpret distance vs. time and speed vs. time graphs.

4. Contrast average and instantaneous speeds.

5. Calculate the distance traveled at a constant speed.

2. Identify constant and changing speeds.

3. Interpret distance vs. time and speed vs. time graphs.

4. Contrast average and instantaneous speeds.

5. Calculate the distance traveled at a constant speed.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 10: Reflection on safe following distance.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

New Content

Using the concepts of instantaneous and average speed and interpreting speed vs. time graphs in the context of establishing a safe following distance.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 10: Reflection on safe following distance.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Lab with electronic data collection

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

New Content

Using the concepts of instantaneous and average speed and interpreting speed vs. time graphs in the context of establishing a safe following distance.

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Collect and check lab and related homework

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Lab quest with motion detector

* PG Website

* Worksheet

* Lab materials: Lab quest with motion detector

* PG Website

* Reading: For You To Read

* Reading: Physics Talk

* Written: Online questions / problems or Physics To Go questions

* Reading: Physics Talk

* Written: Online questions / problems or Physics To Go questions

Students use a motion detector to understand speed. Three periods with supplemental graph match activity and online problems.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Relate stopping distance to initial speed.

2. Determine stopping distance from response time and braking distance.

3. Examine accelerated motion.

2. Determine stopping distance from response time and braking distance.

3. Examine accelerated motion.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 17: Reflection on the factors involved in stopping your car.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Lab with electronic data collection

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

* Citation of applications meaningful to students

New Content

Exploration of the relationship between initial speed and stopping distance.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 17: Reflection on the factors involved in stopping your car.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Lab with electronic data collection

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

* Citation of applications meaningful to students

New Content

Exploration of the relationship between initial speed and stopping distance.

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Lab materials: Labquests with photogates, inclined planes, carts, ring stands, index cards, tape

* Worksheet

* PG Website

* Lab materials: Labquests with photogates, inclined planes, carts, ring stands, index cards, tape

* Worksheet

* PG Website

* Written: Online questions / problems or Physics To Go questions

Students investigate the relationship between initial speed and stopping distance for uniform braking acceleration.

Day 1: Collect data.

Day 2: Do graph and begin questions.

Day 3: Discuss methods to answer questions in this activity, work on missing items.

Day 4: Wrap up and turn in activity, work on supplemental worksheet.

Day 1: Collect data.

Day 2: Do graph and begin questions.

Day 3: Discuss methods to answer questions in this activity, work on missing items.

Day 4: Wrap up and turn in activity, work on supplemental worksheet.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Identify the variables that can be used to model the yellow light problem.

2. Use equations to represent the GO and STOP Zones at a traffic light.

3. Understand what an overlap zone is at a traffic light.

4. Perform calculations related to stop zones and go zones.

2. Use equations to represent the GO and STOP Zones at a traffic light.

3. Understand what an overlap zone is at a traffic light.

4. Perform calculations related to stop zones and go zones.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.26: Reflection on yellow light durations.

What Do You Think? p.34: Reflection on dangers at intersections.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Lab with electronic data collection

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of video clip(s)

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Use of motion equations to analyze intersection design and correct behavior of drivers.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.26: Reflection on yellow light durations.

What Do You Think? p.34: Reflection on dangers at intersections.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Lab with electronic data collection

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of video clip(s)

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Use of motion equations to analyze intersection design and correct behavior of drivers.

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Video

* Worksheet

* PG Website

* Video

* Worksheet

* PG Website

* Written: Online questions / problems or Physics To Go questions

Students investigate the relationship between response time and the time required to stop in the situation of a yellow light. Students apply their understanding of yellow lights to dilemmas, and investigate how the various variables affect the size of the dilemma zone. Computer activity.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Practice computing stop zone numbers and go zone numbers, and interpreting the results to label the intersection as safe or unsafe.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

Sample questions and problems.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

New Content

none

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

Sample questions and problems.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

New Content

none

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Worksheet

* Computers

* PG Website

* Worksheet

* Computers

* PG Website

* Written: Finish work started in class as required

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Review for a quiz via classroom discussion and sample problems.

2. Take a quiz in order to assess their understanding of material presented in this chapter to date.

2. Take a quiz in order to assess their understanding of material presented in this chapter to date.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Sample questions and problems.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

none

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Sample questions and problems.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

none

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* ActivBoard & chalkboard

* Worksheet

* Worksheet

* Written: Study for quiz

Day 1: Review.

Day 2: Take quiz.

Alternate plan: Quiz on Activities 1-3 and 5-6 separately. Review before each quiz.

Add a third day if needed.

Day 2: Take quiz.

Alternate plan: Quiz on Activities 1-3 and 5-6 separately. Review before each quiz.

Add a third day if needed.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Recognize the need for a centripetal force when rounding a curve.

2. Predict the effect of an inadequate centripetal force.

3. Relate speed to centripetal force.

4. Investigate the effectiveness of banked curves.

5. Identify the source of the centripetal force on a banked curve.

6. Compare the centripetal force produced by banking with that produced by friction.

2. Predict the effect of an inadequate centripetal force.

3. Relate speed to centripetal force.

4. Investigate the effectiveness of banked curves.

5. Identify the source of the centripetal force on a banked curve.

6. Compare the centripetal force produced by banking with that produced by friction.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 40: Reflection on why you must slow down going into a turn.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Centripetal force applied to automobile behavior in turns.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 40: Reflection on why you must slow down going into a turn.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Centripetal force applied to automobile behavior in turns.

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Lazy Susan, stopwatch, rubber stopper, wooden wedge, tape

* PG Website

* Worksheet

* Lab materials: Lazy Susan, stopwatch, rubber stopper, wooden wedge, tape

* PG Website

* Written: Online questions / problems or Physics To Go questions

Students identify and test the nature of centripetal force. Students investigate the effect of banking a curve and compare it to flat curves. Merged with Activity 7 into a single worksheet.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Practice computing centripetal force and force of friction, and determine whether a turn is safe at a given speed.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

Sample questions and problems.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

New Content

The equations for friction on a flat surface and centripetal force.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

Sample questions and problems.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

New Content

The equations for friction on a flat surface and centripetal force.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign online problems with correction / resubmit option

* ActivBoard & chalkboard

* Worksheet

* PG Website

* Computers

* Worksheet

* PG Website

* Computers

* Written: Finish work started in class as required

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Identify a skid as a loss of friction.

2. Recognize a skid as an inertial effect.

3. Compare different kinds of skids.

4. Describe the procedure for ending a skid.

5. Compare front and rear wheel drive cars.

2. Recognize a skid as an inertial effect.

3. Compare different kinds of skids.

4. Describe the procedure for ending a skid.

5. Compare front and rear wheel drive cars.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 52: Reflections on skids.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Application of the ideas of friction and inertia to skids in automobilies.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 52: Reflections on skids.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Application of the ideas of friction and inertia to skids in automobilies.

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Lab materials: Toy car with small ramp

* Lab materials: Toy car with small ramp

* Reading: For You To Read

* Reading: Physics at Work

* Reading: Physics at Work

Students investigate skids and how to avoid them. Typically handled with notes and a demo only.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Work on unfinished classwork and homework

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard & chalkboard

* PG Website

* PG Website

* Finish work as required

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Demonstrate mastery of the most important concepts in this chapter

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Monitor proficiency during practice session

* Summative - Test

* Summative - Test

* ActivBoard & chalkboard

* Review worksheet

* Review worksheet

* Written: Finish review worksheet, study for test

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 1

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Build a balloon car, using a fixed amount of materials and time, designed for either maximum speed or maximum distance.

Review Strategies

na

Review Content

none

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

New Content

Application of physics principles to building a balloon car.

na

Review Content

none

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

New Content

Application of physics principles to building a balloon car.

* Check individual student work during lab

* Evaluate balloon design and performance

* Evaluate balloon design and performance

* ActivBoard & chalkboard

* Handout

* Lab materials: Kit with materials to build balloon cars (card stock, piece of bond paper, 2 drinking straws, 2 dowels, rubber band, 2 paper clips, index card, balloon). Students can use tape and thermal glue.

* Handout

* Lab materials: Kit with materials to build balloon cars (card stock, piece of bond paper, 2 drinking straws, 2 dowels, rubber band, 2 paper clips, index card, balloon). Students can use tape and thermal glue.

None

Kit contents:

Two dowels and straw for axle, oak tag for body and wheels, balloon. Unlimited supply of tape, stick glue and hot glue.

Day 1: Design

Day 2: Build

Day 3: Test

Day 4: Race

Two dowels and straw for axle, oak tag for body and wheels, balloon. Unlimited supply of tape, stick glue and hot glue.

Day 1: Design

Day 2: Build

Day 3: Test

Day 4: Race

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Evaluate their own understanding of safety.

2. Evaluate the safety features on selected vehicles.

3. Compare and contrast the safety features on selected vehicles.

4. Identify safety features in selected vehicles.

5. Identify safety features required for other modes of transportation (in-line skates, skate boards, cycling, etc.).

2. Evaluate the safety features on selected vehicles.

3. Compare and contrast the safety features on selected vehicles.

4. Identify safety features in selected vehicles.

5. Identify safety features required for other modes of transportation (in-line skates, skate boards, cycling, etc.).

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 62: Reflection on dangers and protection strategies in automobiles.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

New Content

Knowledge of actual dangers and effective protection strategies in automobiles, identification of auto safety features, identification of safety features related to other modes of transportation.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 62: Reflection on dangers and protection strategies in automobiles.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

New Content

Knowledge of actual dangers and effective protection strategies in automobiles, identification of auto safety features, identification of safety features related to other modes of transportation.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* Worksheet

* Written: Finish worksheet

The students explore their own ideas, misconceptions, and evaluate their understanding of accidents.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Understand Newton’s first law of motion.

2. Understand the role of safety belts.

3. Identify the three collisions in every accident.

4. Understand the role of safety belts.

5. Compare the effectiveness of various wide and narrow belts.

6. Relate pressure, force and area.

2. Understand the role of safety belts.

3. Identify the three collisions in every accident.

4. Understand the role of safety belts.

5. Compare the effectiveness of various wide and narrow belts.

6. Relate pressure, force and area.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 67: Discussion on seat belt laws.

Review of previous classwork or homework as appropriate.

What Do You Think p. 73: Discussion of how race car seat belts differ from those in commercial cars and trucks. Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of video clip(s)

New Content

The dangers caused by the inertia of the human body in an accident, and how seat belts prevent injuries. Pressure, application of the concept of pressure to seat belts and injuries.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 67: Discussion on seat belt laws.

Review of previous classwork or homework as appropriate.

What Do You Think p. 73: Discussion of how race car seat belts differ from those in commercial cars and trucks. Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of video clip(s)

New Content

The dangers caused by the inertia of the human body in an accident, and how seat belts prevent injuries. Pressure, application of the concept of pressure to seat belts and injuries.

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Lab Handout

* Lab Equipment: Old large lab carts, clay to make crash test dummies, seat belt materials (wire, ribbon, duct tape), small amount of poster board)

* PG Website

* Video

* Lab Handout

* Lab Equipment: Old large lab carts, clay to make crash test dummies, seat belt materials (wire, ribbon, duct tape), small amount of poster board)

* PG Website

* Video

* Reading: Physics Talk (both activities), For You To Read (both activities)

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

This activity, in which students build a clay passenger for a lab cart and “crash” the cart, is an investigation of inertia and will set the stage for the necessity of seat belts.

Students will investigate design characteristics of seat belts, using the clay person and lab cart.

Doing this as a three-day activity with a supplemental worksheet is best, to fully explore the concept of pressure.

Students will investigate design characteristics of seat belts, using the clay person and lab cart.

Doing this as a three-day activity with a supplemental worksheet is best, to fully explore the concept of pressure.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Watch the video, “Understanding Car Crashes, It’s Basic Physics,” noting the way physics is used to analyze car crashes.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* Class discussion with inquiry method

* Use of professionally-produced video

New Content

Summary of physics concepts as applied to car crashes.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* Class discussion with inquiry method

* Use of professionally-produced video

New Content

Summary of physics concepts as applied to car crashes.

* Call on students at random or with emphasis on students who may need assistance

* Worksheet

* Video

* Video

none

Students watch video, then summarize the physics in a written reflection. Discussion follows.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Use motion equations to calculate the time of a collision from the distance over which that collision took place.

2. Relate the time of a collision to the maximum force encountered during that collision.

3. Use the concept of impulse to relate average force and time of collision.

2. Relate the time of a collision to the maximum force encountered during that collision.

3. Use the concept of impulse to relate average force and time of collision.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 79: Reflection on air bags.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

* Use of video clip(s)

* Teacher-assigned pairs or groups

New Content

Impulse, and the related idea that the longer a collision takes, the smaller the forces involved. Application of that idea to air bags.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 79: Reflection on air bags.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

* Use of video clip(s)

* Teacher-assigned pairs or groups

New Content

Impulse, and the related idea that the longer a collision takes, the smaller the forces involved. Application of that idea to air bags.

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Eggs, cushion, phone for video capture, plastic garbage bags, lab cart, rubber band, Labquest with motion detector and force sensor, ring stand

* PG Website

* Worksheet

* Lab materials: Eggs, cushion, phone for video capture, plastic garbage bags, lab cart, rubber band, Labquest with motion detector and force sensor, ring stand

* PG Website

* Reading: Physics Talk

* Written: Online questions / problems or Physics To Go questions

* Written: Online questions / problems or Physics To Go questions

A series of demos are used to introduce the concepts of impulse and momentum. Use an egg drop to calculate time of collision from distance. Repeat for throwing the egg into the sheet (or use video). Set up a cart attached via a rubber band to a force sensor to show the shape of a force time graph. Give board notes to the students.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Use a force probe to construct a force vs. time graph.

2. Interpret the area of the graph as impulse.

3. Compare equal impulses applied by different forces.

2. Interpret the area of the graph as impulse.

3. Compare equal impulses applied by different forces.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 89: Reflection on surviving a bungee jump.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Lab with electronic data collection

* Lab with computer analysis of data

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

New Content

Application of the concepts of impulse and change in momentum to bungee jumping.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 89: Reflection on surviving a bungee jump.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Lab with electronic data collection

* Lab with computer analysis of data

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

New Content

Application of the concepts of impulse and change in momentum to bungee jumping.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Standard masses, ring stand, large rubber bands, Labquest with force sensor

* PG Website

* Worksheet

* Lab materials: Standard masses, ring stand, large rubber bands, Labquest with force sensor

* PG Website

* Written: Online questions / problems or Physics To Go questions

Do as a demo with a clay bungee jumper and string / rubber band, description of how data is collected with a Labquest, and transmittal of sample data to students.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Complete math problems relating to force, time, impulse, mass, speed and momentum, using the impulse-momentum theorem.

Review Strategies

* Teacher review of homework as necessary

Review Content

Equations learned in this chapter.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

Solving mulipart problems on impulse and momentum.

* Teacher review of homework as necessary

Review Content

Equations learned in this chapter.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

Solving mulipart problems on impulse and momentum.

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* ActivBoard & chalkboard

* Worksheet

* PG Website

* Worksheet

* PG Website

* Written: Finish online problems and worksheet

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Evaluate from simulated collisions the effect of rear-end collisions on the neck muscles.

2. Understand the causes of whiplash injuries.

3. Understand the role of safety devices in preventing whiplash injury.

4. Understand how triggering devices detect acceleration to activate safety features such as airbags.

5. Apply the concept of impulse and change in momentum in the analysis of automobile collisions.

6. Explore ways of using cushions to increase the time that a force acts during a primary collision.

2. Understand the causes of whiplash injuries.

3. Understand the role of safety devices in preventing whiplash injury.

4. Understand how triggering devices detect acceleration to activate safety features such as airbags.

5. Apply the concept of impulse and change in momentum in the analysis of automobile collisions.

6. Explore ways of using cushions to increase the time that a force acts during a primary collision.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

Newton's Laws

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Demonstration(s)

* Citation of applications meaningful to students

New Content

Analysis of whiplash injuries through consideration of the head as a separate object with inertia.

Description of acceleration-based triggering devices.

Application of the concept that increasing the time of a collision decreases the force.

* Pre-class activity to activate prior knowledge

Review Content

Newton's Laws

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Multiple representations (graphical and algebraic)

* Demonstration(s)

* Citation of applications meaningful to students

New Content

Analysis of whiplash injuries through consideration of the head as a separate object with inertia.

Description of acceleration-based triggering devices.

Application of the concept that increasing the time of a collision decreases the force.

* Call on students at random or with emphasis on students who may need assistance

Lab Equipment (listed in lab)

ActivBoard & chalkboard

Lab Handout

ActivBoard & chalkboard

Lab Handout

Reading -- For You To Read p. 87, Physics Talk p. 97

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Work on unfinished classwork and homework

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard & chalkboard

* PG Website

* PG Website

* Finish work as required

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Demonstrate mastery of the most important concepts in this chapter

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Monitor proficiency during practice session

* Summative - Test

* Summative - Test

* ActivBoard & chalkboard

* Review worksheet

* Review worksheet

* Written: Finish review worksheet, study for test

Day 1: Go over head rests and triggering devices with head rest demo, notes, and discussion; student work on review sheet

Day 2: Review For Test

Day 3: Exam

Day 2: Review For Test

Day 3: Exam

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Watch the movie “Apollo 13” and reflect on related scientific and societal issues by completing a study guide.

Review Strategies

* Respond to student questions about prior topics as needed

Review Content

Newton’s laws; pressure, force and area; power.

New Content Strategies

* Use of professionally-produced video with supporting worksheets

New Content

Electricity, voltage and current.

Application of new and prior concepts to aerospace design.

Impact of technology on society.

* Respond to student questions about prior topics as needed

Review Content

Newton’s laws; pressure, force and area; power.

New Content Strategies

* Use of professionally-produced video with supporting worksheets

New Content

Electricity, voltage and current.

Application of new and prior concepts to aerospace design.

Impact of technology on society.

* Collect and check worksheets

* Worksheet

* Video

* Video

Written: Finish essays in study guide

Assigned to Active classes with a more conceptual study guide, viewing takes place in school.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Watch the movie “Hidden Figures” and reflect on related scientific and societal issues.

Review Strategies

* Respond to student questions about prior topics as needed

Review Content

Kinematics, Newton's laws.

New Content Strategies

* Use of professionally-produced video with supporting worksheets

New Content

Orbital mechanics.

Application of new and prior concepts to aerospace design.

Impact of technology on society.

* Respond to student questions about prior topics as needed

Review Content

Kinematics, Newton's laws.

New Content Strategies

* Use of professionally-produced video with supporting worksheets

New Content

Orbital mechanics.

Application of new and prior concepts to aerospace design.

Impact of technology on society.

* Discussion before and after the movie

* Video

None

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Transportation 2

STANDARDS (State Standards): 3.2.10.B1., 3.2.P.B6., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Watch the movie “The Martian” and reflect on related scientific and technological issues.

Review Strategies

* Respond to student questions about prior topics as needed

Review Content

Kinematics, Newton's laws.

New Content Strategies

* Use of professionally-produced video with supporting worksheets

New Content

Orbital mechanics.

Application of new and prior concepts to aerospace design.

Impact of technology on society.

* Respond to student questions about prior topics as needed

Review Content

Kinematics, Newton's laws.

New Content Strategies

* Use of professionally-produced video with supporting worksheets

New Content

Orbital mechanics.

Application of new and prior concepts to aerospace design.

Impact of technology on society.

* Discussion before and after the movie

* Video

None

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part A)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Observe the motion of a pulse.

2. Measure the speed of the wave.

3. Observe standing waves.

4. Investigate the relationship among wave speed, wavelength and frequency.

5. Make a model of wave motion.

2. Measure the speed of the wave.

3. Observe standing waves.

4. Investigate the relationship among wave speed, wavelength and frequency.

5. Make a model of wave motion.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 4: Relections on wave motion.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

* Use of computer simulations

New Content

The vocabulary of motion; measuring wave speed, frequency and wavelength.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 4: Relections on wave motion.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

* Use of computer simulations

New Content

The vocabulary of motion; measuring wave speed, frequency and wavelength.

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Collect and check lab and related homework

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Demonstration slinky, timing devices, meter stick

* Worksheet

* Lab materials: Demonstration slinky, timing devices, meter stick

* Written: Physics To Go

Students make pulses and standing waves on a slinky, measuring and relating amplitude, speed, wavelength, and frequency. Both transverse and longitudinal waves are explored.

Day 1: Wave pre-lab

Day 2: Start data collection (whole class activity)

Day 3: Finish data collection (whole class activity)

Day 4: Finish analysis and questions in lab worksheet, begin review packet or wave math WS

Day 5: Work on review packet or math WS

Day 1: Wave pre-lab

Day 2: Start data collection (whole class activity)

Day 3: Finish data collection (whole class activity)

Day 4: Finish analysis and questions in lab worksheet, begin review packet or wave math WS

Day 5: Work on review packet or math WS

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part A)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Measure the frequency of a vertical spring set-up, using various masses and amplitudes.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? (on sheet): Reflection on effect of changing mass and amplitude.

Wave Worksheet One, review of previous classwork or homework as appropriate.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Teacher-assigned pairs or groups

New Content

Behavior of a vertical spring as mass and amplitude change; simple harmonic motion.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? (on sheet): Reflection on effect of changing mass and amplitude.

Wave Worksheet One, review of previous classwork or homework as appropriate.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Class discussion with inquiry method

* Teacher-assigned pairs or groups

New Content

Behavior of a vertical spring as mass and amplitude change; simple harmonic motion.

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Ring stands, vertical harmonic springs, standard hooked mass sets, timing devices, clamps, rulers

* Worksheet

* Lab materials: Ring stands, vertical harmonic springs, standard hooked mass sets, timing devices, clamps, rulers

* Written -- Finish supplemental worksheets

Students measure the frequency of a vertical harmonic spring / mass system with different amplitudes and masses.

Activity can be finished in class.

Students who finish early may begin work on wave worksheet 1.

Activity can be finished in class.

Students who finish early may begin work on wave worksheet 1.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part A)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

2. Take a quiz in order to assess their understanding of material presented in this chapter to date.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Sample questions and problems related to Activity 1.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Class discussion with inquiry method

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Sample questions and problems related to Activity 1.

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* ActivBoard & chalkboard

* Worksheet

* Worksheet

Study for quiz

Go over Wave Worksheet 1 in whole-class, discussion format, then take quiz. Use PCA for extra practice if needed.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part A)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Observe the effect of string length and tension upon pitch produced by the string when plucked.

2. Calculate the wavelength of a standing wave.

2. Calculate the wavelength of a standing wave.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 12: Reflection on operation of string instruments.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

* Use of computer simulations

New Content

Pitch, tension of vibrating string.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 12: Reflection on operation of string instruments.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

* Use of computer simulations

New Content

Pitch, tension of vibrating string.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Guitar

* Worksheet

* Lab materials: Guitar

* Reading: For You To Read

* Written: Physics To Go

* Written: Physics To Go

Students investigate the relationship of tension and length to the pitch of a stretched string.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part A)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Identify resonance in different kinds of tubes.

2. Observe how resonance pitch changes with length of tube.

3. Observe the effect of closing one end of the tube.

4. Relate pitch observations to drawings of standing waves.

2. Observe how resonance pitch changes with length of tube.

3. Observe the effect of closing one end of the tube.

4. Relate pitch observations to drawings of standing waves.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 18: Reflection on organ pipes.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

* Use of computer simulations

New Content

Pitch as an indication of frequency, resonance, standing waves in air.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 18: Reflection on organ pipes.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Class discussion with inquiry method

* Use of computer simulations

New Content

Pitch as an indication of frequency, resonance, standing waves in air.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Test tubes (4/group), test tube racks, straws, scissors

* Worksheet

* Lab materials: Test tubes (4/group), test tube racks, straws, scissors

* Reading: Physics Talk

* Reading: For You To Read

* Written: Physics To Go

* Reading: For You To Read

* Written: Physics To Go

Students investigate the resonance of pipes using water-filled test tubes. A summary discussion follows.

Prep for activity 4, time permitting.

Prep for activity 4, time permitting.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part A)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Wire an electronic circuit using a socket board.

2. Observe how resistors and capacitors can determine the frequency of an oscillator.

3. Observe that sound is produced by vibration.

2. Observe how resistors and capacitors can determine the frequency of an oscillator.

3. Observe that sound is produced by vibration.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 24: Reflection on the workings and cost of electronic instruments.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

New Content

Components of simple electronic circuits, circuit assembly, workings of a speaker.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 24: Reflection on the workings and cost of electronic instruments.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

New Content

Components of simple electronic circuits, circuit assembly, workings of a speaker.

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Circuit components (demo)

* Worksheet

* Lab materials: Circuit components (demo)

* Reading: For You To Read

* Written: Physics To Go

* Written: Physics To Go

Students build an electronic circuit capable of powering a speaker. (Done as demo; most current students cannot successfully build circuit.)

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part A)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Read from a conventional physics text, and complete worksheets intended to build vocabulary and understanding of waves and sound.

Review Strategies

* Pre-class activity related to prior lesson

Review Content

Waves and sound vocabulary and concepts.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Waves and sound vocabulary and concepts as described and explained in study guides and vocabulary sheets.

* Pre-class activity related to prior lesson

Review Content

Waves and sound vocabulary and concepts.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Waves and sound vocabulary and concepts as described and explained in study guides and vocabulary sheets.

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Worksheet

* Reading: Merrill chapters 14 and 15

* Written: Study for assessment

* Written: Study for assessment

Use Merrill Physics Principles And Problems with supplied worksheets.

Number of periods depends on needs / learning style of students.

Number of periods depends on needs / learning style of students.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part A)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Hear combinations of musical notes, relating the raios of the frequencies of the notes to the pleasantness or unpleasantness of the sound produced.

Review Strategies

* Teacher review of prior lessons as necessary

Review Content

Pitch is the music term for frequency, high pitch means high frequency.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

* Demonstration(s)

New Content

Applied physics: the science of music and musical instruments, pleasing combinations of notes have low whole numbers in the ratios of the frequencies of the notes. Ex. a fifth has a 3:2 ratio, and octave has a 2:1 ratio.

* Teacher review of prior lessons as necessary

Review Content

Pitch is the music term for frequency, high pitch means high frequency.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

* Demonstration(s)

New Content

Applied physics: the science of music and musical instruments, pleasing combinations of notes have low whole numbers in the ratios of the frequencies of the notes. Ex. a fifth has a 3:2 ratio, and octave has a 2:1 ratio.

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Electronic keyboard

* Worksheet

* Lab materials: Electronic keyboard

none

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part A)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Work on unfinished classwork and homework

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard & chalkboard

* PG Website

* PG Website

* Finish work as required

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part A)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Demonstrate mastery of the most important concepts in this chapter.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Monitor proficiency during practice session

* Summative - Test

* Summative - Test

* ActivBoard & chalkboard

* Review worksheet

* Review worksheet

* Written: Finish review worksheet, study for test

Day 1: Review For Test

Day 2: Exam

Day 2: Exam

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part B)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Identify the normal of a mirror.

2. Measure angles of incidence and reflection.

3. Observe the relationship between the angle of incidence and the angle of reflection.

4. Observe changes in the reflections of letters.

5. Identify patterns in multiple reflections.

2. Measure angles of incidence and reflection.

3. Observe the relationship between the angle of incidence and the angle of reflection.

4. Observe changes in the reflections of letters.

5. Identify patterns in multiple reflections.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 30: Plane mirror reflections.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Basic ray optics for a flat, reflective surface.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 30: Plane mirror reflections.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Basic ray optics for a flat, reflective surface.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Flat mirrors with stands, laser boxes, rulers and protractors, camera for projection board

* Worksheet

* Lab materials: Flat mirrors with stands, laser boxes, rulers and protractors, camera for projection board

* Reading: For You To Read

* Written: Physics To Go

* Written: Physics To Go

Students investigate reflections from a plane mirror: angles of incidence and reflection, normal lines, object and image distance, multiple reflections.

Day 1: Introduction, nature of light

Day 2: WDYT?, begin FYTD.

Day 3: Finish FYTD.

Day 4: Supplemental materials for reinforcement

Day 1: Introduction, nature of light

Day 2: WDYT?, begin FYTD.

Day 3: Finish FYTD.

Day 4: Supplemental materials for reinforcement

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part B)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Identify the focus and focal length of a curved mirror.

2. Observe virtual images in a convex mirror.

3. Observe real and virtual images in a concave mirror.

4. Measure and graph image distance vs. object distance for a concave mirror.

2. Observe virtual images in a convex mirror.

3. Observe real and virtual images in a concave mirror.

4. Measure and graph image distance vs. object distance for a concave mirror.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 36: Comparison of images in curved mirrors and plane mirrors.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Demonstration(s)

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Curved mirror constructions, focal length, virtual and real images.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 36: Comparison of images in curved mirrors and plane mirrors.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Demonstration(s)

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Curved mirror constructions, focal length, virtual and real images.

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Collect and check lab and related homework

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheets

* Lab materials: Large curved demonstration mirrors, collimated light source, laser boxes, flexible reflective material, blackboard optics kit, small concave mirrors, student optics bench kits.

* Worksheets

* Lab materials: Large curved demonstration mirrors, collimated light source, laser boxes, flexible reflective material, blackboard optics kit, small concave mirrors, student optics bench kits.

* Reading: Physics Talk

* Written: Physics To Go

* Written: Physics To Go

Students explore the effects of concave and convex mirrors using laser boxes and light sources.

Day 1: Demo with large curved mirrors. (May involve completion of work for activity 5.) Laser box work.

Day 2: Optical bench work.

Day 3: Finish collecting data, if needed. Answer FYTD questions.

Day 4: Mirror case constructions (whole class).

Day 5: Mirror WS.

Day 1: Demo with large curved mirrors. (May involve completion of work for activity 5.) Laser box work.

Day 2: Optical bench work.

Day 3: Finish collecting data, if needed. Answer FYTD questions.

Day 4: Mirror case constructions (whole class).

Day 5: Mirror WS.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part B)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

2. Take a quiz in order to assess their understanding of material presented in this chapter to date.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Sample questions and problems relating to mirrors.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Sample questions and problems relating to mirrors.

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* ActivBoard & chalkboard

* Worksheet

* Worksheet

* Finish worksheet

* Study for quiz

* Study for quiz

Go over worksheet first, then students take quiz.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part B)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Observe refraction.

2. Measure angles of incidence and refraction.

3. Measure the critical angle.

4. Observe total internal reflection.

2. Measure angles of incidence and refraction.

3. Measure the critical angle.

4. Observe total internal reflection.

Review Strategies

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 43: Distinguishing materials based on their refractive properties.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Teacher-assigned pairs or groups

New Content

Observable effects and constuctions related to refraction. Snell’s Law.

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 43: Distinguishing materials based on their refractive properties.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Teacher-assigned pairs or groups

New Content

Observable effects and constuctions related to refraction. Snell’s Law.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Blackboard optics kit, refraction blocks (rectangle, triangles, concave and convex lenses), laser boxes, rulers and protractors

* Outside Website (Phet simulation)

* Worksheet

* Lab materials: Blackboard optics kit, refraction blocks (rectangle, triangles, concave and convex lenses), laser boxes, rulers and protractors

* Outside Website (Phet simulation)

* Reading: For You To Read

* Written: Physics To Go

* Written: Physics To Go

Students investigate refraction by shining a laser beam through a block of clear plastic.

Day 1: WDYT?, discussion and demo about prisms with blackboard optics set, start FYTD.

Day 2: PCA, Finish FYTD.

Day 3 and 4: Supplemental prism / lens work with laser boxes, supplemental Refraction WS

Day 1: WDYT?, discussion and demo about prisms with blackboard optics set, start FYTD.

Day 2: PCA, Finish FYTD.

Day 3 and 4: Supplemental prism / lens work with laser boxes, supplemental Refraction WS

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part B)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Observe real images.

2. Project a slide.

3. Relate image size and position.

2. Project a slide.

3. Relate image size and position.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 49: Reflection on how lenses form images in everyday devices like cameras and projecctors. Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Demonstration(s)

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Practical applications of refraction of light. Convex and concave lens behavior.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 49: Reflection on how lenses form images in everyday devices like cameras and projecctors. Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* Multiple representations (graphical and algebraic)

* Use of easy / medium / difficult questions

* One-on-one teacher / student instruction during practice session

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during practice session

* Peer teaching / collaboration during lab

* Demonstration(s)

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Practical applications of refraction of light. Convex and concave lens behavior.

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Collect and check lab and related homework

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheets

* Lab materials: Small convex lenses (f = 10 - 20 cm), student optical bench kits

* Worksheets

* Lab materials: Small convex lenses (f = 10 - 20 cm), student optical bench kits

* Written: Physics To Go

Students investigate convex lenses: how images are formed, and how image size and position changes as object distance changes.

Day 1: WDYT?; discussion of lenses and demo using blackboard optics set, optical bench work in FYTD.

Day 2: PCA, projection work in FYTD, PTG. Have concave lenses out to look at.

Day 3: Go over lens cases.

Day 4: Lens problems WS and wrap up.

Day 1: WDYT?; discussion of lenses and demo using blackboard optics set, optical bench work in FYTD.

Day 2: PCA, projection work in FYTD, PTG. Have concave lenses out to look at.

Day 3: Go over lens cases.

Day 4: Lens problems WS and wrap up.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part B)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Analyze shadow patterns.

2. Explain the size of shadows.

3. Predict patterns of colored shadows.

4. Observe combinations of colored lights.

2. Explain the size of shadows.

3. Predict patterns of colored shadows.

4. Observe combinations of colored lights.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.54: Reflection on color addition / subtraction.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Demonstration(s)

* Teacher-assigned pairs or groups

New Content

Color as an indicator of the frequency of light; additive and subtractive color combinations.

* Teacher review of homework as necessary

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.54: Reflection on color addition / subtraction.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Demonstration(s)

* Teacher-assigned pairs or groups

New Content

Color as an indicator of the frequency of light; additive and subtractive color combinations.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Light bulbs on bases (white, red, green, blue)

* Worksheet

* Lab materials: Light bulbs on bases (white, red, green, blue)

* Written: Physics To Go

Students investigate color addition through the use of colored light bulbs and the shadow of a puppet cut from paper. Do this activity as a demo.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part B)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Work on unfinished classwork and homework

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard & chalkboard

* PG Website

* PG Website

* Finish work as required

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part B)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

2. Take a quiz in order to assess their understanding of material presented in this chapter to date.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Sample questions and problems relating to lenses and color.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Sample questions and problems relating to lenses and color.

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Call on students at random or with emphasis on students who may need assistance

* Summative - Quiz

* ActivBoard & chalkboard

* Review worksheet

* Review worksheet

* Finish worksheet

* Study for quiz

* Study for quiz

Go over worksheet first, then students take quiz.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part B)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Watch a Nova episode about telescope history and design and what has been learned using telescopes.

Review Strategies

* Respond to student questions about prior topics as needed

Review Content

Wave properties

New Content Strategies

* Use of professionally-produced video

New Content

Mirror and lens behaviors and applications

* Respond to student questions about prior topics as needed

Review Content

Wave properties

New Content Strategies

* Use of professionally-produced video

New Content

Mirror and lens behaviors and applications

* Class discussion and notes

* Video (DVD)

none

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Communications 1 (Part B)

STANDARDS (State Standards): 3.2.10.B5., 3.2.P.B5., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Read from a conventional physics text, and complete worksheets intended to build vocabulary and understanding of waves, sound and light, or complete supplemental worksheets related to behavior of light.

Review Strategies

* Pre-class activity related to prior lesson

Review Content

Light wave vocabulary and concepts.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Light wave vocabulary and concepts as described and explained in study guides and vocabulary sheets.

* Pre-class activity related to prior lesson

Review Content

Light wave vocabulary and concepts.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Light wave vocabulary and concepts as described and explained in study guides and vocabulary sheets.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Packets

* Worksheets

* Worksheets

none

Use Merrill Physics Principles And Problems with supplied worksheets, and additional worksheets.

Number of periods depends on needs / learning style of students.

Number of periods depends on needs / learning style of students.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 2

STANDARDS (State Standards): 3.2.10.B2., 3.2.10.B4., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Begin building a mental model to explain electricity.

2. Identify sources of energy and energy transformation.

3. Investigate current and work in open and closed circuits using light bulbs.

4. Investigate the function al details of light bulbs.

2. Identify sources of energy and energy transformation.

3. Investigate current and work in open and closed circuits using light bulbs.

4. Investigate the function al details of light bulbs.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

Answer questions on Home Worksheet 1.

What Do You Think? p. 46: Reflection on energy conservation.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

Energy, conservation of energy, work, types and forms of energy, electrical energy as the flow of electrons.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

Answer questions on Home Worksheet 1.

What Do You Think? p. 46: Reflection on energy conservation.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

Energy, conservation of energy, work, types and forms of energy, electrical energy as the flow of electrons.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Hand generators, light bulbs, blinking light bulbs, bulb holders, steel wool

* Worksheet

* Lab materials: Hand generators, light bulbs, blinking light bulbs, bulb holders, steel wool

* Written: Finish questions in For You To Do

The flow and resistance in the circuit can be felt by cranking the generator. Board notes on work and energy. First day entails a transition to the topic of electricity with a class discussion about work, energy, and how these ideas manifest in current electricity. Day 2 is about data collection.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 2

STANDARDS (State Standards): 3.2.10.B2., 3.2.10.B4., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Qualitatively describe current, resistance and voltage.

2. Define: Coulomb, Ampere, Volt

3. Compare and contrast series and parallel circuits.

4. Recognize generator output limit.

2. Define: Coulomb, Ampere, Volt

3. Compare and contrast series and parallel circuits.

4. Recognize generator output limit.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 50: Reflection on operation of light bulbs.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Electricity as the flow of electrons, voltage, current, resistance, series circuits, parallel circuits.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 50: Reflection on operation of light bulbs.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Electricity as the flow of electrons, voltage, current, resistance, series circuits, parallel circuits.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Generator, power supply, connecting wires, light bulbs in bases (demo)

* Computers (PC)

* Outside Website (Phet circuit simulation)

* Worksheet

* Lab materials: Generator, power supply, connecting wires, light bulbs in bases (demo)

* Computers (PC)

* Outside Website (Phet circuit simulation)

* Reading: For You To Read

* Written: Physics To Go

* Written: Physics To Go

Day 1: Introduction, start data collection

Day 2: Finish data collection

Day 3: Ohm's law WS

Day 2: Finish data collection

Day 3: Ohm's law WS

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 2

STANDARDS (State Standards): 3.2.10.B2., 3.2.10.B4., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

2. Take a quiz in order to assess their understanding of material presented in this chapter to date.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

PCA on tracing energy conversions back to their source.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Sample questions and problems relating to electric charges and circuits

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

PCA on tracing energy conversions back to their source.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Sample questions and problems relating to electric charges and circuits

* Monitor proficiency during practice session

* Summative - Quiz

* Summative - Quiz

* ActivBoard & chalkboard

* Worksheet

* Worksheet

* Written: Study for quiz

Day 1: Work packet covers key ideas and skills from the activities.

Day 2: Students take the quiz. Covers about 1/2 of the period. Can supplement with math additional problems on electricity or use extra time for catch-up.

Note: Can compress into one period by giving them the review sheet the day before.

Day 2: Students take the quiz. Covers about 1/2 of the period. Can supplement with math additional problems on electricity or use extra time for catch-up.

Note: Can compress into one period by giving them the review sheet the day before.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 2

STANDARDS (State Standards): 3.2.10.B2., 3.2.10.B4., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Apply the formula P=VI

2. Calculate the power limit of a 120-V household circuit.

3. Differentiate between a fuse and a circuit breaker.

4. Understand the need for fuses and circuit breakers in a home.

2. Calculate the power limit of a 120-V household circuit.

3. Differentiate between a fuse and a circuit breaker.

4. Understand the need for fuses and circuit breakers in a home.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.55: Reflection on fuse / circuit breaker action.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

The P=VI formula, household wiring and safety.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.55: Reflection on fuse / circuit breaker action.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

The P=VI formula, household wiring and safety.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: sample electrical devices and appliances

* Worksheet

* Lab materials: sample electrical devices and appliances

* Reading: Physics Talk

* Written: Physics To Go

* Written: Physics To Go

Students do math to determine whether a circuit is overloaded. Day 2 consists of a wrap up and work on online problems.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 2

STANDARDS (State Standards): 3.2.10.B2., 3.2.10.B4., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. List types of automatic switches.

2. Insert switches into a parallel circuit to control bulbs.

3. Design a circuit using symbols, then build it.

2. Insert switches into a parallel circuit to control bulbs.

3. Design a circuit using symbols, then build it.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.60: Reflection on automatic switching devices.

Math problems using P=VI. Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Use of switches in a parallel circuit.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p.60: Reflection on automatic switching devices.

Math problems using P=VI. Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Use of switches in a parallel circuit.

* Monitor proficiency during practice session

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Collect and check lab and related homework

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheets

* Computers (PC)

* Outside Website (PHeT simulation)

* Worksheets

* Computers (PC)

* Outside Website (PHeT simulation)

* Reading: For You To Read

* Written: Physics To Go

* Written: Physics To Go

Students place switches into a parallel electric circuit to see how individual lights, and groups of lights, are controlled. Activity, with review problems, takes two periods. PhET simulation works best.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 2

STANDARDS (State Standards): 3.2.10.B2., 3.2.10.B4., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Analyze household electric bills, relating energy consumed, billing rate, and cost.

2. Compare the costs of operating a variety of electrical appliances in terms of power ratings, amount of time each appliance is used, and billing rate.

2. Compare the costs of operating a variety of electrical appliances in terms of power ratings, amount of time each appliance is used, and billing rate.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

Answer to review worksheet, as needed.

What Do You Think? p. 74: Reflection on what factors determine the amount of an electric bill.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Interpretation of electric bills, calculation of billing rate, appliance power and energy consumption.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

Answer to review worksheet, as needed.

What Do You Think? p. 74: Reflection on what factors determine the amount of an electric bill.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Teacher-assigned pairs or groups

New Content

Interpretation of electric bills, calculation of billing rate, appliance power and energy consumption.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Handouts (sample bills)

* Worksheet

* Handouts (sample bills)

* Reading: For You To Read

* Reading: Physics Talk

* Written: Physics To Go

* Reading: Physics Talk

* Written: Physics To Go

Students analyze electric bills for trends in usage and cost per kwh, developing a better idea of how power is used.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 2

STANDARDS (State Standards): 3.2.10.B2., 3.2.10.B4., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Measure and compare the energy consumed by appliances.

2. Measure and compare the efficiencies of appliances.

3. Choose an appropriate appliance based on efficiency.

2. Measure and compare the efficiencies of appliances.

3. Choose an appropriate appliance based on efficiency.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 79: Reflection on long-term cost of high-efficiency appliances.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

New Content

Comparison of appliance efficiency by example: heating water three different ways.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 79: Reflection on long-term cost of high-efficiency appliances.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

New Content

Comparison of appliance efficiency by example: heating water three different ways.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab Equipment (listed in lab)

* Worksheet

* Lab Equipment (listed in lab)

* Written: Review packet

Students evaluate the efficiency of different types of appliances that are designed to do the same job, finding thermal energy added and numerical value of efficiency as supplement.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 2

STANDARDS (State Standards): 3.2.10.B2., 3.2.10.B4., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Work on unfinished classwork and homework

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard & chalkboard

* PG Website

* PG Website

* Finish work as required

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 2

STANDARDS (State Standards): 3.2.10.B2., 3.2.10.B4., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Demonstrate mastery of the most important concepts in this chapter

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Monitor proficiency during practice session

* Summative - Test

* Summative - Test

* ActivBoard & chalkboard

* Review worksheet

* Review worksheet

* Written: Finish review worksheet, study for test

Day 1: Review For Test

Day 2: Exam

Day 2: Exam

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 2

STANDARDS (State Standards): 3.2.10.B2., 3.2.10.B4., CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Read from a conventional physics text, and complete worksheets intended to build vocabulary and understanding of waves and sound.

Review Strategies

* Pre-class activity related to prior lesson

Review Content

Waves and sound vocabulary and concepts.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Waves and sound vocabulary and concepts as described and explained in study guides and vocabulary sheets.

* Pre-class activity related to prior lesson

Review Content

Waves and sound vocabulary and concepts.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Waves and sound vocabulary and concepts as described and explained in study guides and vocabulary sheets.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Packets

* Worksheets

* Worksheets

none

Use Merrill Physics Principles And Problems with supplied worksheets.

Number of periods depends on needs / learning style of students.

Number of periods depends on needs / learning style of students.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 3

STANDARDS (State Standards): CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Describe electric motor effect and generator effect in terms of energy transformations.

2. Use a magnetic compass to map a magnetic field.

3. Describe the magnetic field near a long, straight current-carrying wire.

2. Use a magnetic compass to map a magnetic field.

3. Describe the magnetic field near a long, straight current-carrying wire.

Review Strategies

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 88: Reflection on motors and generators.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Computer simulation

* Teacher-assigned pairs or groups

New Content

Magnetic fields, the magnetic field produced by a current-carrying wire.

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 88: Reflection on motors and generators.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Demonstration(s)

* Computer simulation

* Teacher-assigned pairs or groups

New Content

Magnetic fields, the magnetic field produced by a current-carrying wire.

* Check individual student work during lab

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Straight wire magnetic field demo kit, small compasses, bar magnets

* Worksheet

* Lab materials: Straight wire magnetic field demo kit, small compasses, bar magnets

* Written: Physics To Go

Students explore electromagnetism using hand generators, light bulbs, bar magnets, iron filings and small compasses. A demonstration apparatus is used to visualize the magnetic field around a long, straight current-carrying wire.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 3

STANDARDS (State Standards): CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Describe and explain the magnetic field of a current-carrying solenoid.

2. Compare the field of a solenoid to the field of a bar magnet.

3. Identify the variables of an electromagnet and explain the effects of each variable.

2. Compare the field of a solenoid to the field of a bar magnet.

3. Identify the variables of an electromagnet and explain the effects of each variable.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 93: Reflections on electromagnets.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Multiplying the effect of the magnetic field around a current-carrying wire through the use of a coil and iron core.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 93: Reflections on electromagnets.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Multiplying the effect of the magnetic field around a current-carrying wire through the use of a coil and iron core.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Hand generators, magnet wire, nails, bell wire, regulated 5A power supply, paper clips or tacks for student use and demo

* Worksheet

* Lab materials: Hand generators, magnet wire, nails, bell wire, regulated 5A power supply, paper clips or tacks for student use and demo

* Written: Physics To Go

Students make an electromagnet and explore its properties. Demos of nail electromagnets may augment lesson.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 3

STANDARDS (State Standards): CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Explain how a simple galvanometer works.

2. Induce current using a magnet and coil.

3. Describe alternating current.

4. Recognize the relativity of motion.

2. Induce current using a magnet and coil.

3. Describe alternating current.

4. Recognize the relativity of motion.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 97: Reflections on use of a compass to detect current.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Induced currents using a changing magnetic field inside of a loop.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 97: Reflections on use of a compass to detect current.

Review of previous classwork or homework as appropriate.

New Content Strategies

* Board / PowerPoint presentation with notes and examples

* Board presentation to document / post problems solved

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Use of computer simulations

* Teacher-assigned pairs or groups

New Content

Induced currents using a changing magnetic field inside of a loop.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Lab materials: Hand generators, compasses with magnet wire wrapped around it, galvanometers, bar magnets

* Worksheet

* Lab materials: Hand generators, compasses with magnet wire wrapped around it, galvanometers, bar magnets

* Written: Physics To Go

Students make a galvanometer from common laboratory equipment, and explore using magnetism to make current flow in a wire.

Can be extended using a computer simulation involving coils and bar magnets.

Can be extended using a computer simulation involving coils and bar magnets.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 3

STANDARDS (State Standards): CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Recognize and describe electromagnetic effects during a simulation-based exploration.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

Magnetic fields from bar magnets and solenoids, induced currents.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

* Use of computer simulations

New Content

Exploration of cause-and-effect for electromagnetism to deepen understanding.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

Magnetic fields from bar magnets and solenoids, induced currents.

New Content Strategies

* One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

* Use of computer simulations

New Content

Exploration of cause-and-effect for electromagnetism to deepen understanding.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Worksheet

* Outside Website (PhET simulation)

* Worksheet

* Outside Website (PhET simulation)

* Finish activity

Perform as demo from front of room

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 3

STANDARDS (State Standards): CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

* Work on unfinished classwork and homework

* Peer teaching / collaboration during practice session

* Monitor proficiency during practice session

* ActivBoard & chalkboard

* PG Website

* PG Website

* Finish work as required

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 3

STANDARDS (State Standards): CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Demonstrate mastery of the most important concepts in this chapter

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

Review Content

All concepts in this chapter as necessary

New Content Strategies

* ActivInspire to document / post problems solved

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

All concepts in this chapter

* Monitor proficiency during practice session

* Summative - Quiz

* Summative - Quiz

* ActivBoard & chalkboard

* Review worksheet

* Review worksheet

* Written: Finish review worksheet, study for quiz

Day 1: Review For Quiz

Day 2: Quiz

Day 2: Quiz

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 3

STANDARDS (State Standards): CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

1. Construct, operate and explain a DC motor.

2. Measure and express the efficiency of an energy transfer.

2. Measure and express the efficiency of an energy transfer.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 109: Reflection on use of an electric current to turn a coil in an electric motor.

Review of previous classwork or homework as appropriate.

New Content Strategies

One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

Applied physics: Use of electromagnetism to turn a coil in a motor.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

What Do You Think? p. 109: Reflection on use of an electric current to turn a coil in an electric motor.

Review of previous classwork or homework as appropriate.

New Content Strategies

One-on-one teacher / student instruction during lab

* Peer teaching / collaboration during lab

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

Applied physics: Use of electromagnetism to turn a coil in a motor.

* Check individual student work during lab

* Collect and check lab and related homework

* Collect and check lab and related homework

* ActivBoard & chalkboard

* Lab materials: Small magnets, batteries, magnet wire, paper clips, paper cups, tape

* Lab materials: Small magnets, batteries, magnet wire, paper clips, paper cups, tape

* Reading -- For You To Read

Students earn points by making an operating motor. There is no prepared lab handout for this activity.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Home 3

STANDARDS (State Standards): CC.3.5.11-12.A., CC.3.5.11-12.B., CC.3.5.11-12.C., CC.3.5.11-12.D., CC.3.5.11-12.G., CC.3.5.11-12.H., CC.3.5.11-12.I., CC.3.5.11-12.J., CC.3.6.11-12.C., CC.3.6.11-12.E., CC.3.6.11-12.F., CC.3.6.11-12.H., CC.3.6.11-12.I. view

Read from a conventional physics text, and complete worksheets intended to build vocabulary and understanding of waves and sound.

Review Strategies

* Pre-class activity related to prior lesson

Review Content

Waves and sound vocabulary and concepts.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Waves and sound vocabulary and concepts as described and explained in study guides and vocabulary sheets.

* Pre-class activity related to prior lesson

Review Content

Waves and sound vocabulary and concepts.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

New Content

Waves and sound vocabulary and concepts as described and explained in study guides and vocabulary sheets.

* Assign pre-class problem(s) on next day after practice / reflection homework assignment

* Worksheets

* Packets

* Packets

none

Use Merrill Physics Principles And Problems with supplied worksheets.

Number of periods depends on needs / learning style of students.

Number of periods depends on needs / learning style of students.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Midterm / Final

STANDARDS (State Standards): view

Prepare for and take a midterm examination covering the first semester

Review Strategies

* Teacher review of work packet and prior lessons as necessary

Review Content

Selected topics from first semester.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Practice multiple choice test

New Content

Multiple physics concepts covered comprehensively in work packet and examination.

* Teacher review of work packet and prior lessons as necessary

Review Content

Selected topics from first semester.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Practice multiple choice test

New Content

Multiple physics concepts covered comprehensively in work packet and examination.

* Monitor proficiency during practice session

* Call on students at random or with emphasis on students who may need assistance

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Information Packet

* Review Packet

* Multiple Choice Practice Test

* Midterm Examination

* Information Packet

* Review Packet

* Multiple Choice Practice Test

* Midterm Examination

* Reading: Information Packet

* Written: Review Packet

* Written: Review Packet

One day to complete multiple choice practice test.

One day to go over multiple choice practice test and provide time for completion of review packet.

One or more days to discuss free response questions in review packet and allow students to continue work.

Two days for midterm examination.

Part of sixth day for midterm review.

One day to go over multiple choice practice test and provide time for completion of review packet.

One or more days to discuss free response questions in review packet and allow students to continue work.

Two days for midterm examination.

Part of sixth day for midterm review.

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Active Midterm / Final

STANDARDS (State Standards): view

Prepare for and take a final examination covering the second semester

Review Strategies

* Teacher review of work packet and prior lessons as necessary

Review Content

Selected topics from second semester.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Practice multiple choice test

New Content

Multiple physics concepts covered comprehensively in work packet and examination.

* Teacher review of work packet and prior lessons as necessary

Review Content

Selected topics from second semester.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Practice multiple choice test

New Content

Multiple physics concepts covered comprehensively in work packet and examination.

* Call on students at random or with emphasis on students who may need assistance

* ActivBoard & chalkboard

* Review Packet

* Final Examination

* Review Packet

* Final Examination

* Reading: Review Notes and Textbook

* Written: Review Packet

* Written: Review Packet

Number of days of review to be determined by class need and available time.

Last day: Exam

Last day: Exam

© 2020 Sheltermouse Solutions LLC. All rights reserved.

UNIT: Physics Day

Complete labs relating to mechanics and energy conversions while riding amusement park rides.

Review Strategies

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

Motion equations, Newton’s laws, linear and rotational dynamics, conservation of energy and energy conversions.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

Application of physical laws to amusement park rides.

* Teacher review of homework as necessary

* Pre-class activity related to prior lesson

* Pre-class activity to activate prior knowledge

Review Content

Motion equations, Newton’s laws, linear and rotational dynamics, conservation of energy and energy conversions.

New Content Strategies

* One-on-one teacher / student instruction during practice session

* Peer teaching / collaboration during practice session

* Citation of applications meaningful to students

* Teacher-assigned pairs or groups

New Content

Application of physical laws to amusement park rides.

* Monitor proficiency during practice session

* Assign online problems with correction / resubmit option

* Assign online problems in "quiz" mode

* Assign online problems with correction / resubmit option

* Assign online problems in "quiz" mode

* Lab Handout

* Written: Work on / finish labs

Preliminaries: Discuss details of field trip, and hand out labs. Handle as pre- or post-class activity.

Pre-Lab: Free-Fall from video

Park: Students collect data at the park.

Analysis: Answer questions on labs, then assess. Assessment can be a quiz or work packet in class; tune to level of students. Use class time as appropriate, some classes will need more help than others (1 – 6 periods).

Pre-Lab: Free-Fall from video

Park: Students collect data at the park.

Analysis: Answer questions on labs, then assess. Assessment can be a quiz or work packet in class; tune to level of students. Use class time as appropriate, some classes will need more help than others (1 – 6 periods).

© 2020 Sheltermouse Solutions LLC. All rights reserved.