Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate safe practices during laboratory investigations | Lesson Citation | Acquire Knowledge Learn Skill |
Student is guided through several standard safety practices | The Guided Learning: Behavior and Dress in the Lab resource, which is part of the Lab Safety unit. | Whole Activity |
Assessment Citation | Practice Skill | Student Practices safe laboratory skills when using lab equipment | The Laboratory Skills: Putting Lab Safety into Practice resource, which is part of the Lab Safety unit. | Whole Activity | |
(ii) Student is expected to demonstrate safe practices during field investigations | Lesson Citation | Acquire Knowledge |
Students learn about safety in the field | The Guided Learning: Safety in the Field resource, which is part of the Lab Safety unit. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students answer questions about field safety | The Guided Learning: Safety in the Field resource, which is part of the Lab Safety unit. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate an understanding of the use of resources | Lesson Citation | Acquire Knowledge |
Students learn how to properly handle hazardous materials used in the lab. | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students learn how to properly handle hazardous materials used in the lab. | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Comprehension Questions | |
(ii) Student is expected to demonstrate an understanding of the conservation of resources | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes, including reuse and recycling when appropriate | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions | |
(iii) Student is expected to demonstrate an understanding of the proper disposal or recycling of materials | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know the definition of science, as specified in subsection (b)(2) [above] | Lesson Citation | Acquire Knowledge |
Part 1 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on the idea of testability. | The Guided Learning: Science and Testability (Part 1) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate their understanding of testability. | The Guided Learning: Science and Testability (Part 1) resource, which is part of the Science and Testability unit. | Comprehension Questions | |
(ii) Student is expected to understand that [science] has limitations, as specified in subsection (b)(2) [above] | Lesson Citation | Acquire Knowledge |
Part 4 of a rich, multi-part discussion of the nature and limitations of science.. This segment focuses on how science can only evaluate falsifiable hypotehses | The Guided Learning: Science and Testability (Part 4) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate their understanding that science can only test falsifiable hypotheses. | The Guided Learning: Science and Testability (Part 4) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know that hypotheses are tentative statements that must be capable of being supported or not supported by observational evidence | Lesson Citation | Acquire Knowledge |
Part 2 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on the requirement of hypotehses to be testable. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Practice Skill | Students demonstrate their understanding of how observations refute or support hypotheses. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. | |
(ii) Student is expected to know that hypotheses are testable statements that must be capable of being supported or not supported by observational evidence | Lesson Citation | Acquire Knowledge |
Part 2 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on the requirement of hypotehses to be testable. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Practice Skill | Students demonstrate their understanding of how observations refute or support hypotheses. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. | |
(iii) Student is expected to [know that] hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories | Lesson Citation | Acquire Knowledge |
Part 5 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on why some hypotheses are more valuable than others and how theories are naturally developed from those hypotheses with the greatest predictive power. | The Guided Learning: Science and Testability (Part 5) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of what makes hypotheses valuable and valued, and what it takes for a hypothesis to be incorporated into a theory. | The Guided Learning: Science and Testability (Part 5) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know that scientific theories are based on natural and physical phenomena | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(ii) Student is expected to know that scientific theories are capable of being tested by multiple independent researchers | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(iii) Student is expected to [know that], unlike hypotheses, scientific theories are well-established explanations | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(iv) Student is expected to [know that], unlike hypotheses, scientific theories are highly-reliable explanations | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(v) Student is expected to [know that] scientific theories may be subject to change as new areas of science are developed | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Practice Skill | This document provides structure for an assignment requiring individual students to research and report on individual theories, including how they have changed over time. | The Web Exploration: Current Scientific Theories resource, which is part of the Hypotheses and Theories unit. | Whole Activity | |
(vi) Student is expected to [know that] scientific theories may be subject to change as new technologies are developed | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Practice Skill | This document provides structure for an assignment requiring individual students to research and report on individual theories, including how they have changed over time. | The Web Exploration: Current Scientific Theories resource, which is part of the Hypotheses and Theories unit. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to use a wide variety of additional course apparatus [and] equipment as appropriate | Lesson Citation | Acquire Knowledge |
Students investigate wave behavior by using a virtual ripple tank. | Activities A, B, C, and D of the Ripple Tank Student Exploration. This investigation is to be used with the Ripple Tank Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of wave mechanics in the context of a ripple tank. | The assessment questions for the Ripple Tank Gizmo. | Questions 1 through 5 | |
(ii) Student is expected to use a wide variety of additional techniques as appropriate | Lesson Citation | Acquire Knowledge Learn Skill |
Students measure a pendulum's period by marking time at analogous points in sequential cycles and subtracting the times.They do this as part of a procedure teaching them how to conduct a fair test using controlled variables. | Activity A of the Period of a Pendulum Student Exploration. This investigation is to be used with the Period of a Pendulum Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Students measure a pendulum's period by marking time using a virtual stopwatch and subtracting the times corresponding to analogous points in sequential cycles. They do this while practicing controlled testing. | Activities A and B of the Period of a Pendulum Student Exploration. This investigation is to be used with the Period of a Pendulum Gizmo. | Whole Activities | |
(iii) Student is expected to use a wide variety of additional course materials as appropriate | Lesson Citation | Acquire Knowledge |
Student studies doppler shift by using software displaying sound waves as concentric rinds around a moving source. (The software used in conjunction with the student activity sheet is the "additional course materials") | Activities A, B, and C of the Doppler Shift Student Exploration. This investigation is to be used with the Doppler Shift Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of doppler shift by being asked questions in the context of the software described in the lesson citation. | The assessment questions for the Doppler Shift Gizmo. | Questions 1, 3, and 4 | |
(iv) Student is expected to use a wide variety of additional procedures as appropriate | Lesson Citation | Learn Skill | Students learn how to find the volume of irregular objects using water displacement. | Activity C of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Questions 1 through 4 |
Assessment Citation | Practice Skill | Student practices procedure of finding volume by water displacement. | Activity C of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Questions 5 trhough 8 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to make measurements with accuracy | Lesson Citation | Learn Skill | Students learn how to find the volume of irregular objects using water displacement. | Activity C of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Questions 1 through 4 |
Assessment Citation | Practice Skill | Student practices procedure of finding volume by water displacement. | Activity C of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Questions 5 trhough 8 | |
(ii) Student is expected to make measurements with precision | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about the concept of precision and make measurements that take it into account. | The Guided Learning: Reporting Measurements resource, which is part of the Recording Data unit. | Text Portions |
Assessment Citation | Check Understanding Practice Skill |
Student makes measurements with precision. | The Guided Learning: Reporting Measurements resource, which is part of the Recording Data unit. | Exercises | |
(iii) Student is expected to record data using scientific notation | Lesson Citation | Learn Skill | Students learn how to use scientific notation. | The Problem Solving: Scientific Notation resource, which is part of the Recording Data unit. | Text Portions |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates understanding of scientific notation. | The Problem Solving: Scientific Notation resource, which is part of the Recording Data unit. | Questions and Problems | |
(iv) Student is expected to record data using International System (SI) units | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about the metric system and metric conversions. | The Guided Learning: Units of Measurement resource, which is part of the Recording Data unit. | Text Portions |
Assessment Citation | Check Understanding Practice Skill |
Student practices manipulation of metric measures and demonstrates comprehension of the SI system. | The Guided Learning: Units of Measurement resource, which is part of the Recording Data unit. | Questions and Problems |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to communicate valid conclusions supported by the data through various methods | Lesson Citation | Acquire Knowledge Learn Skill |
Students use data tables to communicate valid conclusions about the effect of various parameters on the period of a pendulum while learning how to conduct a fair test. | Activity A of the Period of a Pendulum Student Exploration. This investigation is to be used with the Period of a Pendulum Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Students use data tables and algebraic derivations to communicate valid conclusions about the effect of various parameters on the period of a pendulum while practicing their ability to conduct fair tests using controlled experiments. | Activities B and C of the Period of a Pendulum Student Exploration. This investigation is to be used with the Period of a Pendulum Gizmo. | Whole Activities |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to in all fields of science, analyze scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(ii) Student is expected to in all fields of science, analyze scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(iii) Student is expected to in all fields of science, analyze scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(iv) Student is expected to in all fields of science, analyze scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(v) Student is expected to in all fields of science, analyze scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vi) Student is expected to in all fields of science, evaluate scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vii) Student is expected to in all fields of science, evaluate scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(viii) Student is expected to in all fields of science, evaluate scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(ix) Student is expected to in all fields of science, evaluate scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(x) Student is expected to in all fields of science, evaluate scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xi) Student is expected to in all fields of science, critique scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xii) Student is expected to in all fields of science, critique scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xiii) Student is expected to in all fields of science, critique scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(xiv) Student is expected to in all fields of science, critique scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xv) Student is expected to in all fields of science, critique scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to communicate scientific information extracted from various sources | Lesson Citation | Acquire Knowledge Learn Skill |
This handout explains how to assess the reliability of sources and provides a suggested assignment for student presentations requiring students to research a question and present their findings after research. It is a teacher-editable template that can be revised to include the topics most pertinent to the class and subject. | The Web Exploration: Finding and Communicating Scientific Information resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
This handout explains how to assess the reliability of sources and provides a suggested assignment for student presentations requiring students to research a question and present their findings after research. It is a teacher-editable template that can be revised to include the topics most pertinent to the class and subject. | The Web Exploration: Finding and Communicating Scientific Information resource, which is part of the Science and the Media unit. | Guidelines for student-written report | |
(ii) Student is expected to apply scientific information extracted from various sources | Lesson Citation | Acquire Knowledge Learn Skill |
Students read and analyze information from a scientific website | The Problem Solving: Applying Scientific Information resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Practice Skill | This handout provides a scenario for students to practice their ability to apply scientific information | The Problem Solving: Applying Scientific Information resource, which is part of the Science and the Media unit. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to draw inferences based on data related to promotional materials for products | Lesson Citation | Learn Skill | Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Scenario 2 | |
(ii) Student is expected to draw inferences based on data related to promotional materials for services | Lesson Citation | Learn Skill | Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Scenario 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to generate graphs describing different types of motion, including the use of real-time technology | Lesson Citation | Acquire Knowledge |
Student generates a position-time graph satisfying certain criteria. This graph is used to explain velocity-time graphs.The graph is checked by using a virtual manipulative that plays a movie of a runner matching the graph. | Activity A of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 1 through 6 |
Assessment Citation | Check Understanding |
Student demonstrates understanding of distance-time and velocity-time graphs by creating a velocity-time graph based on a graph of distance versus time. | Activity A of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 7 | |
(ii) Student is expected to generate charts describing different types of motion, including the use of real-time technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students record the motion of virtual animals to calculate their speed | Activity A of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Students create a chart of distance, time, velocity based on video recordings of running animals | Activity B of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Whole Activity | |
(iii) Student is expected to interpret graphs describing different types of motion, including the use of real-time technology | Lesson Citation | Acquire Knowledge |
Student interprets a position-time graph as part of a lesson on displacement versus distance. | Activity A of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 1 |
Assessment Citation | Check Understanding |
Student demonstrates understanding of motion graphs by answering questions about distance-time and velocity-time graphs. | The assessment questions for the Distance-Time and Velocity-Time Graphs Gizmo. | Questions 1 through 5 | |
(iv) Student is expected to interpret charts describing different types of motion, including the use of real-time technology | Lesson Citation | Acquire Knowledge |
Student learns about Keplar's laws by using a virtual manipulative that charts the movement of a planet, its velocity and acceleratin vectors, and the area of the triangle swept out by the planet's motion. | Activities A, B, and C of the Orbital Motion - Kepler's Laws Student Exploration. This investigation is to be used with the Orbital Motion - Kepler's Laws Gizmo. | Whole Activities |
Assessment Citation | Student demonstrates knowledge of Keplar's laws by referencing a chart showing the orbit of planets and the area swept out. | The assessment questions for the Orbital Motion - Kepler's Laws Gizmo. | Question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe motion in one dimension using equations with the concept of distance | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and makes calculations of distance and displacement. | Activity C of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Questions 5 through 7 |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates and practices the ability to calculate displacement and distance. | Activity C of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 8 | |
(ii) Student is expected to describe motion in one dimension using equations with the concept of displacement | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and makes calculations of distance and displacement. | Activity C of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Questions 5 through 7 |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates and practices the ability to calculate displacement and distance. | Activity C of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 8 | |
(iii) Student is expected to describe motion in one dimension using equations with the concept of speed | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about speed and velocity and how to calculate both | Activity A of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 3 |
Assessment Citation | Practice Skill | Student demonstrates understanding of the relationship between distance and average speed and by calculating both for a given object. | Activity C of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 8 | |
(iv) Student is expected to describe motion in one dimension using equations with the concept of average velocity | Lesson Citation | Acquire Knowledge Learn Skill |
Students determine the distance a free-falling object drops using the notion of average velocity. | Activity C of the Free-Fall Laboratory Student Exploration. This investigation is to be used with the Free-Fall Laboratory Gizmo. | Questions 2 and 3 |
Assessment Citation | Check Understanding Practice Skill |
Students calculate average velocity of a dropped stone. | The Quiz: Basic Mechanics resource, which is part of the Advanced Mechanical Systems unit. | Question 1 | |
(v) Student is expected to describe motion in one dimension using equations with the concept of instantaneous velocity | Lesson Citation | Acquire Knowledge |
Students record the instantaneous velocity of a falling object | Gizmo Warm-up, Activity A of the Free-Fall Laboratory Student Exploration. This investigation is to be used with the Free-Fall Laboratory Gizmo. | Gizmo Warm-up (Whole activity), Activity A questions 7-9 |
Assessment Citation | Check Understanding Practice Skill |
Students calculate the instantaneous velocity of a dropped object. | The Quiz: Basic Mechanics resource, which is part of the Advanced Mechanical Systems unit. | Question 1 | |
(vi) Student is expected to describe motion in one dimension using equations with the concept of acceleration | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about acceleration while experimenting with a virtual Atwood mahince. Student compares calculated values to measured ones. | Activity A of the Atwood Machine Student Exploration. This investigation is to be used with the Atwood Machine Gizmo. | Question 3 |
Assessment Citation | Practice Skill | Student practices calculation of acceleration | Activity A of the Atwood Machine Student Exploration. This investigation is to be used with the Atwood Machine Gizmo. | Question 5 | |
(vii) Student is expected to analyze motion in one dimension using equations with the concept of distance | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and makes calculations of distance and displacement. | Activity C of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Questions 5 through 7 |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates and practices the ability to calculate displacement and distance. | Activity C of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 8 | |
(viii) Student is expected to analyze motion in one dimension using equations with the concept of displacement | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and makes calculations of distance and displacement. | Activity C of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Questions 5 through 7 |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates and practices the ability to calculate displacement and distance. | Activity C of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 8 | |
(ix) Student is expected to analyze motion in one dimension using equations with the concept of speed | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about speed and velocity and how to calculate both | Activity A of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 3 |
Assessment Citation | Practice Skill | Student demonstrates understanding of the relationship between distance and average speed and by calculating both for a given object. | Activity C of the Distance-Time and Velocity-Time Graphs Student Exploration. This investigation is to be used with the Distance-Time and Velocity-Time Graphs Gizmo. | Question 8 | |
(x) Student is expected to analyze motion in one dimension using equations with the concept of average velocity | Lesson Citation | Acquire Knowledge Learn Skill |
Students determine the distance a free-falling object drops using the notion of average velocity. | Activity C of the Free-Fall Laboratory Student Exploration. This investigation is to be used with the Free-Fall Laboratory Gizmo. | Questions 2 and 3 |
Assessment Citation | Check Understanding Practice Skill |
Students calculate average velocity of a dropped stone. | The Quiz: Basic Mechanics resource, which is part of the Advanced Mechanical Systems unit. | Question 1 | |
(xi) Student is expected to analyze motion in one dimension using equations with the concept of instantaneous velocity | Lesson Citation | Acquire Knowledge |
Students record the instantaneous velocity of a falling object | Gizmo Warm-up, Activity A of the Free-Fall Laboratory Student Exploration. This investigation is to be used with the Free-Fall Laboratory Gizmo. | Gizmo Warm-up (Whole activity), Activity A questions 7-9 |
Assessment Citation | Check Understanding Practice Skill |
Students calculate the instantaneous velocity of a dropped object. | The Quiz: Basic Mechanics resource, which is part of the Advanced Mechanical Systems unit. | Question 1 | |
(xii) Student is expected to analyze motion in one dimension using equations with the concept of acceleration | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about acceleration while experimenting with a virtual Atwood mahince. Student compares calculated values to measured ones. | Activity A of the Atwood Machine Student Exploration. This investigation is to be used with the Atwood Machine Gizmo. | Question 3 |
Assessment Citation | Practice Skill | Student practices calculation of acceleration | Activity A of the Atwood Machine Student Exploration. This investigation is to be used with the Atwood Machine Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to analyze accelerated motion in two dimensions using equations, including projectile examples | Lesson Citation | Acquire Knowledge |
Students study and derive the formulae for projectile motion. | Activities A, B, and C of the Golf Range Student Exploration. This investigation is to be used with the Golf Range Gizmo. | Whole Activities |
Assessment Citation | Practice Skill | Students demonstrate understanding of projectile motion by answering questions and solving problems. | The assessment questions for the Golf Range Gizmo. | 1 through 5 | |
(ii) Student is expected to analyze accelerated motion in two dimensions using equations, including circular examples | Lesson Citation | Acquire Knowledge |
Students study circular motion in terms of velocity and acceleration. | Activities A and B of the Uniform Circular Motion Student Exploration. This investigation is to be used with the Uniform Circular Motion Gizmo. | Whole Activities |
Assessment Citation | Practice Skill | Students demonstrate understanding of circular motion by answering questions and solving problems. | The assessment questions for the Uniform Circular Motion Gizmo. | 1 through 5 | |
(iii) Student is expected to describe accelerated motion in two dimensions using equations, including projectile examples | Lesson Citation | Acquire Knowledge |
Students study and derive the formulae for projectile motion. | Activities A, B, and C of the Golf Range Student Exploration. This investigation is to be used with the Golf Range Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Students demonstrate understanding of projectile motion by answering questions and solving problems. | The assessment questions for the Golf Range Gizmo. | 1 through 5 | |
(iv) Student is expected to describe accelerated motion in two dimensions using equations, including circular examples | Lesson Citation | Acquire Knowledge |
Students study circular motion in terms of velocity and acceleration. | Activities A and B of the Uniform Circular Motion Student Exploration. This investigation is to be used with the Uniform Circular Motion Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Students demonstrate understanding of circular motion by answering questions and solving problems. | The assessment questions for the Uniform Circular Motion Gizmo. | 1 through 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to calculate the effect of forces on objects, including the law of inertia | Lesson Citation | Acquire Knowledge |
Students investigate Newton's laws using a virtual fan cart | Activity A of the Fan Cart Physics Student Exploration. This investigation is to be used with the Fan Cart Physics Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of Newton's first law. (In particular, they recognize that a cart slowing down must have a force acting on it.) | The assessment questions for the Fan Cart Physics Gizmo. | Question 4 | |
(ii) Student is expected to calculate the effect of forces on objects, including the relationship between force and acceleration | Lesson Citation | Acquire Knowledge |
Students investigate Newton's laws using a virtual fan cart | Activity B of the Fan Cart Physics Student Exploration. This investigation is to be used with the Fan Cart Physics Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of Newton's second law. | The assessment questions for the Fan Cart Physics Gizmo. | Questions 2, 3, and 5 | |
(iii) Student is expected to calculate the effect of forces on objects, including the nature of force pairs between objects | Lesson Citation | Acquire Knowledge |
Students investigate the relationship between Newton's 3rd law and the conservation of momentum | Gizmo Warmup of the Fan Cart Physics Student Exploration. This investigation is to be used with the Fan Cart Physics Gizmo. | Question 2 |
Assessment Citation | Check Understanding |
Student answers questions related to Newton's 3rd law.and connect this to the conservation of momentum. | The Gizmo Activity: Impulse resource, which is part of the Advanced Mechanical Systems unit. | Comprehension Questions (pages 2 through 8) |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to develop free-body force diagrams | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about free-body diagrams. | Activity A of the Inclined Plane - Simple Machine Student Exploration. This investigation is to be used with the Inclined Plane - Simple Machine Gizmo. | Questions 1 through 8 |
Assessment Citation | Check Understanding Practice Skill |
Students draw a free-body diagram | Activity A of the Inclined Plane - Simple Machine Student Exploration. This investigation is to be used with the Inclined Plane - Simple Machine Gizmo. | Question 9 | |
(ii) Student is expected to interpret free-body force diagrams | Lesson Citation | Acquire Knowledge |
Student interprets free body diagram to answer questions about a situation. | Activity A of the Inclined Plane - Simple Machine Student Exploration. This investigation is to be used with the Inclined Plane - Simple Machine Gizmo. | Questions 1 through 8 |
Assessment Citation | Check Understanding |
Student uses free body diagrams to solve problems. | The assessment questions for the Inclined Plane - Simple Machine Gizmo. | Activity A question 0, AQ questions 1 and 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to identify motion relative to different frames of reference | Lesson Citation | Acquire Knowledge |
Students learn about frames of reference as a lead-up to special relativity | The Guided Learning: Special Relativity resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Text Passages (Pages 1 through 3) |
Assessment Citation | Check Understanding |
Student demonstrates understanding and applies the concept of frame of reference. | The Guided Learning: Special Relativity resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Comprehension Questions (Pages 1 through 3) | |
(ii) Student is expected to describe motion relative to different frames of reference | Lesson Citation | Acquire Knowledge |
Students learn about frames of reference as a lead-up to special relativity | The Guided Learning: Special Relativity resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Text Passages (Pages 1 through 3) |
Assessment Citation | Check Understanding |
Student demonstrates understanding and applies the concept of frame of reference. | The Guided Learning: Special Relativity resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Comprehension Questions (Pages 1 through 3) |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers | Lesson Citation | Acquire Knowledge |
Students learn about Newtonian Gravity and how to calculate its magnitude | Activities A and B of the Gravitational Force Student Exploration. This investigation is to be used with the Gravitational Force Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of gravitiational force | The assessment questions for the Gravitational Force Gizmo. | Questions 1 and 2 | |
(ii) Student is expected to calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about Newtonian Gravity and how to calculate its magnitude | Activities A and B of the Gravitational Force Student Exploration. This investigation is to be used with the Gravitational Force Gizmo. | Whole Activities |
Assessment Citation | Practice Skill | Student solves problems relating to gravitational force. | The assessment questions for the Gravitational Force Gizmo. | Questions 3 through 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe how the magnitude of the electrical force between two objects depends on their charges and the distance between them | Lesson Citation | Acquire Knowledge |
Students learn about the Coulomb force and how to calculate its magnitude. | Activities A and B of the Coulomb Force (Static) Student Exploration. This investigation is to be used with the Coulomb Force (Static) Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of the Coulomb Force | The assessment questions for the Coulomb Force (Static) Gizmo. | Questions 1 and 4 | |
(ii) Student is expected to calculate how the magnitude of the electrical force between two objects depends on their charges and the distance between them | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about the Coulomb force and how to calculate its magnitude. | Activities A and B of the Coulomb Force (Static) Student Exploration. This investigation is to be used with the Coulomb Force (Static) Gizmo. | Whole Activities |
Assessment Citation | Practice Skill | Student solves problems relating to the Coulomb Force | The assessment questions for the Coulomb Force (Static) Gizmo. | Questions 2 and 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify examples of electric forces in everyday life | Lesson Citation | Acquire Knowledge |
Student identifies an instance of static electricity. | Prior Knowledge Questions of the Coulomb Force (Static) Student Exploration. This investigation is to be used with the Coulomb Force (Static) Gizmo. | Questions 1 and 2 |
Assessment Citation | Check Understanding |
Student demonstrates understanding of static electricity. | The assessment questions for the Coulomb Force (Static) Gizmo. | Question 3 | |
(ii) Student is expected to identify examples of magnetic forces in everyday life | Lesson Citation | Acquire Knowledge |
Student explores how a moving magnet can generate a current in a wire to light up a light bulb | Prior Knowledge Question, Gizmo Warm-up of the Electromagnetic Induction Student Exploration. This investigation is to be used with the Electromagnetic Induction Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student applies their understanding of electromagnetic induction to how a wind generator works | Activity C of the Electromagnetic Induction Student Exploration. This investigation is to be used with the Electromagnetic Induction Gizmo. | Question 9 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Student investigates circuits by using a virtual circuit board. In this activity a student tests different materials for conductivity by seeing how well they close the circuit. | Activity A of the Circuit Builder Student Exploration. This investigation is to be used with the Circuit Builder Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of what materials conduct electricity and the effect of such conduction. | AQ of the Circuit Builder Student Exploration. This investigation is to be used with the Circuit Builder Gizmo. | Question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe evidence for the strong nuclear forces in nature | Lesson Citation | Acquire Knowledge |
Students learn about the structure of the atom, including the attraction of protons and neutrons in the nucleus | The Guided Learning: The Strong Nuclear Force resource, which is part of the Fundamental Forces unit. | Activity B |
Assessment Citation | Check Understanding |
Students describe how the existence of the nucleus necessitates a strong force | The Guided Learning: The Strong Nuclear Force resource, which is part of the Fundamental Forces unit. | Activity B, question 1 | |
(ii) Student is expected to describe evidence for the weak nuclear forces in nature | Lesson Citation | Acquire Knowledge |
Students learn about the weak force | The Guided Learning: Radioactivity and the Weak Force resource, which is part of the Fundamental Forces unit. | Activity D |
Assessment Citation | Check Understanding |
Students relate the weak force to beta decay | The Guided Learning: Radioactivity and the Weak Force resource, which is part of the Fundamental Forces unit. | Activity D, questions 2-3 | |
(iii) Student is expected to describe effects of the strong nuclear forces in nature | Lesson Citation | Acquire Knowledge |
Students learn how mass defect is related to the strong force | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Activities C & D |
Assessment Citation | Check Understanding |
Student summarizes how mass defect is related to the strong nuclear force | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Activity C question 2 | |
(iv) Student is expected to describe effects of the weak nuclear forces in nature | Lesson Citation | Acquire Knowledge |
Students learn about the weak force | The Guided Learning: Radioactivity and the Weak Force resource, which is part of the Fundamental Forces unit. | Activity D |
Assessment Citation | Check Understanding |
Students state how the weak force causes beta decay and sunshine | The Guided Learning: Radioactivity and the Weak Force resource, which is part of the Fundamental Forces unit. | Activity D, questions 4-5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to investigate quantities using the work- energy theorem in various situations | Lesson Citation | Acquire Knowledge |
Students investigate and apply the Work Energy Theorem | Extension of the Inclined Plane - Simple Machine Student Exploration. This investigation is to be used with the Inclined Plane - Simple Machine Gizmo. | Questions 1-9 |
Assessment Citation | Check Understanding Practice Skill |
Students use the work-energy theorem to calculate the kinetic energy of a sled | Extension of the Inclined Plane - Simple Machine Student Exploration. This investigation is to be used with the Inclined Plane - Simple Machine Gizmo. | Question 10 | |
(ii) Student is expected to calculate quantities using the work-energy theorem in various situations | Lesson Citation | Acquire Knowledge |
Students investigate and apply the Work Energy Theorem | Extension of the Inclined Plane - Simple Machine Student Exploration. This investigation is to be used with the Inclined Plane - Simple Machine Gizmo. | Questions 1-9 |
Assessment Citation | Check Understanding Practice Skill |
Students use the work-energy theorem to calculate the kinetic energy of a sled | Extension of the Inclined Plane - Simple Machine Student Exploration. This investigation is to be used with the Inclined Plane - Simple Machine Gizmo. | Question 10 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to investigate examples of kinetic energy | Lesson Citation | Acquire Knowledge |
Students investigate the transformation of potential energy to kinetic in the context of a brick sliding down a ramp. | Activity A of the Inclined Plane - Sliding Objects Student Exploration. This investigation is to be used with the Inclined Plane - Sliding Objects Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of potential energy, kinetic energy, and their transformation | The assessment questions for the Inclined Plane - Sliding Objects Gizmo. | Question 1 | |
(ii) Student is expected to investigate examples of potential energy | Lesson Citation | Acquire Knowledge |
Students investigate the transformation of potential energy to kinetic in the context of a brick sliding down a ramp. | Activity A of the Inclined Plane - Sliding Objects Student Exploration. This investigation is to be used with the Inclined Plane - Sliding Objects Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of potential energy, kinetic energy, and their transformation | The assessment questions for the Inclined Plane - Sliding Objects Gizmo. | Question 1 | |
(iii) Student is expected to investigate examples of [kinetic and potential energy] transformations | Lesson Citation | Acquire Knowledge |
Students investigate the transformation of potential energy to kinetic in the context of a brick sliding down a ramp. | Activity A of the Inclined Plane - Sliding Objects Student Exploration. This investigation is to be used with the Inclined Plane - Sliding Objects Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of potential energy, kinetic energy, and their transformation | The assessment questions for the Inclined Plane - Sliding Objects Gizmo. | Question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to calculate the mechanical energy of a physical system | Lesson Citation | Acquire Knowledge |
Student learns the definition of Mechanical Energy | Activity C of the Inclined Plane - Simple Machine Student Exploration. This investigation is to be used with the Inclined Plane - Simple Machine Gizmo. | Questions 5 and 6 |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Student calculates efficiency of an inclined plane, which requires calculation of mechanical energy gained. | The assessment questions for the Inclined Plane - Simple Machine Gizmo. | Question 5 | |
(ii) Student is expected to calculate the power generated within a physical system | Lesson Citation | Acquire Knowledge |
Students investigate and calculate power in physical systems |
The Power and Motion Guided Learning has three parts:
part 1,
part 2, and
part 3. This 3-part activity is one component of the Advanced Mechanical Systems unit. |
Text Portions Page 2 |
Assessment Citation | Check Understanding Practice Skill |
Students investigate and calculate power in physical systems |
The Power and Motion Guided Learning has three parts:
part 1,
part 2, and
part 3. This 3-part activity is one component of the Advanced Mechanical Systems unit. |
Comprehension Questions and problems (pages 2 through 5) | |
(iii) Student is expected to calculate the impulse applied to a physical system | Lesson Citation | Acquire Knowledge |
Student learns definition and equation for impulse | The Gizmo Activity: Impulse resource, which is part of the Advanced Mechanical Systems unit. | Text Portions Page 3 |
Assessment Citation | Check Understanding |
Student investigates and computes the impuluse in a collision | The Gizmo Activity: Impulse resource, which is part of the Advanced Mechanical Systems unit. | Question 4 | |
(iv) Student is expected to calculate the momentum of a physical system | Lesson Citation | Acquire Knowledge |
Student learns about momentum in the context of an air track. | Activity A of the Air Track Student Exploration. This investigation is to be used with the Air Track Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student calculates the total momentum of a system of sliders on an air track. | The assessment questions for the Air Track Gizmo. | Questions 2 and 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to demonstrate the law of conservation of energy | Lesson Citation | Acquire Knowledge |
Student works through a virtual simulation of a brick sliding down a ramp to demonstrate the law of conservation of energy. | Activity A of the Inclined Plane - Sliding Objects Student Exploration. This investigation is to be used with the Inclined Plane - Sliding Objects Gizmo. | Questions 1-4 |
Assessment Citation | Check Understanding Practice Skill |
Students demonstrate the law of conservation in the context of a brick sliding down a ramp. | Activity A of the Inclined Plane - Sliding Objects Student Exploration. This investigation is to be used with the Inclined Plane - Sliding Objects Gizmo. | Questions 6 | |
(ii) Student is expected to demonstrate the law of conservation of momentum in one dimension | Lesson Citation | Acquire Knowledge |
Student demonstrates the law of conservation of energy in one dimension during an investigation of collisions on an Air Track. | Activity A of the Air Track Student Exploration. This investigation is to be used with the Air Track Gizmo. | Questions 5-7 |
Assessment Citation | Check Understanding |
Students synthesize what they have learned about Newton's 3rd law and impulse to justify the conservation of momentum. | The Gizmo Activity: Impulse resource, which is part of the Advanced Mechanical Systems unit. | Question 7 | |
(iii) Student is expected to apply the law of conservation of energy | Lesson Citation | Acquire Knowledge |
Student Applies the law of conservation of energy to a brick sliding down a ramp. | Activity A of the Inclined Plane - Sliding Objects Student Exploration. This investigation is to be used with the Inclined Plane - Sliding Objects Gizmo. | Question 7 |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates an understanding of the conservation of energy by applying it to find the velocity of an object at the bottom of a ramp based on its potential energy at th etop. | The assessment questions for the Inclined Plane - Sliding Objects Gizmo. | Question 2 | |
(iv) Student is expected to apply the law of conservation of momentum in one dimension | Lesson Citation | Acquire Knowledge |
Student learns about momentum in the context of an air track. | Activity A of the Air Track Student Exploration. This investigation is to be used with the Air Track Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student applies conservation of momentum to solve problems in the context of an air track. | The assessment questions for the Air Track Gizmo. | Question 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to describe how the macroscopic properties of a thermodynamic system are related to the molecular level of matter, including kinetic or potential energy of atoms | Lesson Citation | Acquire Knowledge |
Students investigate the kinetic theory of matter by relating temperature to microscopic speeds of particles. | Activity B of the Temperature and Particle Motion Student Exploration. This investigation is to be used with the Temperature and Particle Motion Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student relates typical molecular speeds to temperature and atomic masses of particles in the sample. | The assessment questions for the Temperature and Particle Motion Gizmo. | Questions 1, 2, and 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to examine oscillatory motion in various types of media | Lesson Citation | Acquire Knowledge |
Students investigate longitudinal waves using a virtual model of an open or closed pipe. Oscillating baffles are shown to illustrate the back-and-forth motion of air particles in the tube. | Activities A and B of the Longitudinal Waves Student Exploration. This investigation is to be used with the Longitudinal Waves Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of longitudinal waves. | The assessment questions for the Longitudinal Waves Gizmo. | Questions 1 through 5 | |
(ii) Student is expected to describe oscillatory motion in various types of media | Lesson Citation | Acquire Knowledge |
Students investigate longitudinal waves using a virtual model of an open or closed pipe. Oscillating baffles are shown to illustrate the back-and-forth motion of air particles in the tube. | Activities A and B of the Longitudinal Waves Student Exploration. This investigation is to be used with the Longitudinal Waves Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of longitudinal waves. | The assessment questions for the Longitudinal Waves Gizmo. | Questions 1 through 5 | |
(iii) Student is expected to examine wave propagation in various types of media | Lesson Citation | Acquire Knowledge |
Students investigate longitudinal waves using a virtual model of an open or closed pipe. | Activities A and B of the Longitudinal Waves Student Exploration. This investigation is to be used with the Longitudinal Waves Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of longitudinal waves. | The assessment questions for the Longitudinal Waves Gizmo. | Questions 1 through 5 | |
(iv) Student is expected to describe wave propagation in various types of media | Lesson Citation | Acquire Knowledge |
Students investigate longitudinal waves using a virtual model of an open or closed pipe. | Activities A and B of the Longitudinal Waves Student Exploration. This investigation is to be used with the Longitudinal Waves Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of longitudinal waves. | The assessment questions for the Longitudinal Waves Gizmo. | Questions 1 through 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to investigate behaviors of waves, including reflection | Lesson Citation | Acquire Knowledge |
Students investigate Reflection in a virtual wind pipe. | The Gizmo Activity: Reflection (Part 2) resource, which is part of the Resonance unit. | Text passages |
Assessment Citation | Check Understanding |
Students investigate Reflection in a virtual wind pipe. | The Gizmo Activity: Reflection (Part 2) resource, which is part of the Resonance unit. | Comprehension Questions | |
(ii) Student is expected to investigate behaviors of waves, including refraction | Lesson Citation | Acquire Knowledge |
Students investigate refraction. | Activities A, B, and C of the Refraction Student Exploration. This investigation is to be used with the Refraction Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Students demonstrate knowledge of refraction. | The assessment questions for the Refraction Gizmo. | Questions 1 through 5 | |
(iii) Student is expected to investigate behaviors of waves, including diffraction | Lesson Citation | Acquire Knowledge |
Students investigate diffraction in a virtual ripple tank. | Activity B of the Ripple Tank Student Exploration. This investigation is to be used with the Ripple Tank Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of diffraction | The assessment questions for the Ripple Tank Gizmo. | Question 2 | |
(iv) Student is expected to investigate behaviors of waves, including interference | Lesson Citation | Acquire Knowledge |
Students investigate interference in a virtual ripple tank. | Activity C of the Ripple Tank Student Exploration. This investigation is to be used with the Ripple Tank Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of interference | The assessment questions for the Ripple Tank Gizmo. | Questions 3 and 5 | |
(v) Student is expected to investigate behaviors of waves, including resonance | Lesson Citation | Acquire Knowledge |
Students investigater Resonance. | The Guided Learning: Resonance (Part 2) resource, which is part of the Resonance unit. | Text Passages |
Assessment Citation | Check Understanding |
Students investigater Resonance. | The Guided Learning: Resonance (Part 2) resource, which is part of the Resonance unit. | Comprehension Questions | |
(vi) Student is expected to investigate behaviors of waves, including the Doppler effect | Lesson Citation | Acquire Knowledge |
Student investigates the Doppler Effect | Activities A, B, and C of the Doppler Shift Student Exploration. This investigation is to be used with the Doppler Shift Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of the doppler effect. | The assessment questions for the Doppler Shift Gizmo. | Question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to describe the photoelectric effect of light | Lesson Citation | Acquire Knowledge |
Students investigate the photoelectric effect. | Activities A, B, and C of the Photoelectric Effect Student Exploration. This investigation is to be used with the Photoelectric Effect Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Students apply knowledge of the photo-eelectric effect to solve problems and answer questions. | The assessment questions for the Photoelectric Effect Gizmo. | Questions 1 through 5 | |
(ii) Student is expected to describe the dual nature of light | Lesson Citation | Acquire Knowledge |
Student investigates lasers and sees how both the particle and wave natures of light are critical to their functioning. | The Quantum Applications: Lasers resource, which is part of the Applications of Quantum Mechanics unit. | Text Portions |
Assessment Citation | Check Understanding |
Student demonstrates knowledge of both wave and particle natures of light in the context of the workings of a laser. | The Quantum Applications: Lasers resource, which is part of the Applications of Quantum Mechanics unit. | Last Page: Question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to describe the significance of mass-energy equivalence | Lesson Citation | Acquire Knowledge |
Students learn about mass-energy equivalence and its applications. | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Text Passages |
Assessment Citation | Check Understanding |
Student demonstrates understanding and solves problems regarding mass-energy equivalence and its applications. | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Comprehension Questions and Problems | |
(ii) Student is expected to apply [the mass-energy equivalence] in explanations of phenomena | Lesson Citation | Acquire Knowledge |
Students learn about mass-energy equivalence and its applications. | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Text Passages |
Assessment Citation | Check Understanding |
Student demonstrates understanding and solves problems regarding mass-energy equivalence and its applications. | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Comprehension Questions and Problems |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to give examples of applications of atomic and nuclear phenomena | Lesson Citation | Acquire Knowledge |
Students learn about applications of nuclear force. | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Text Passages (page 7) |
Assessment Citation | Check Understanding |
Student demonstrates understanding and solves problems regarding mass-energy equivalence and its applications. | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Comprehension Questions and Problems (page 7 and 8) | |
(ii) Student is expected to give examples of applications of quantum phenomena | Lesson Citation | Acquire Knowledge |
Students learn how quantum mechanics allow digital cameras to wrok. | The Quantum Applications: Digital Cameras resource, which is part of the Applications of Quantum Mechanics unit. | Text Portions |
Assessment Citation | Check Understanding |
Student demonstrates understanding of how quantum tunneling allows digital cameras to work. | The Quantum Applications: Digital Cameras resource, which is part of the Applications of Quantum Mechanics unit. | Comprehension Questions. |