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Curriculum Mapping Project Physics

Curriculum Mapping Project Physics. Sanjar Hekmati. Why did I choose this project?. I am going to teach physics again in the spring semester and I need to have one Ensures that I will be better prepared It allows me to address and learn more about the standards

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Curriculum Mapping Project Physics

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  1. Curriculum Mapping ProjectPhysics SanjarHekmati

  2. Why did I choose this project? • I am going to teach physics again in the spring semester and I need to have one • Ensures that I will be better prepared • It allows me to address and learn more about the standards • Incorporate 21st century learning and technology (web 2.0 tools) • Allows me to reflect back to make it better for next year

  3. Grade Level and Student Requirement(s) • 10th-12th • Able to use a computer and have access • Passed Algebra I, better if student have taken and passed Algebra 2 • Must have an email address • Prior knowledge of scientific method • Familiar with TI-83

  4. Main Instructional Objectives • State what projectile motion is • For a projectile, describe the changes in the horizontal and vertical components of its velocity, when air resistance is negligible • State Newton’s first law of motion • State the relationship between acceleration and net force • State the relationship between acceleration and mass • State and explain Newton’s second law of motion • Describe the effect of air resistance on a falling object • State Newton’s third law of motion •  Given an action force, identify the reaction force • Use web2.0 tools to make videos, diagrams, wordle’s, and so on. • Apply the concepts into real world situations

  5. Activities • Take students outside and record walking time with the wind and against the wind to show the effects of air resistance • Visit Mr. Hekmati’sWebQuest on projectile motion • Construct a free-body diagram using “popplet” • Lab using acceleration timers • Use the CBR to detect different velocities • Have a tug of war between boys and girls. Have the boys remove their shoes to demonstrate that the reaction force of the floor is what determines who wins the tug of war • Use animoto to make a video on action and reaction • Create a “Frayer Model” on key concepts and vocabulary

  6. Assessment(s) • Hands on Lab using different ball sizes for projectile motion • Daily warm ups pertaining to the days lesson • Informal observations of students • Create videos with slides and texts using Animoto.com that shows a step by step of solving a projectile problem • Create a free-body diagram using popplet • Vocabulary quiz • Hands on activities involving action and reaction • Construct a “Wordle” using key vocabulary words • Summative Assessement-Chapter tests

  7. Resources • Conceptual Physics (2006) text • Conceptual Physics Practice Book • Physics Lab manual • CBR device • TI-83 Graphing Calculator • http://www.wordle.net • http://animoto.com/ • Mr. Hekmati’sWebQuest • http://popplet.com • youtube and teachertube

  8. Standards Addressed • Strand I: Scientific Thinking and Practice • Standard I: Understand the process of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. • 9-12 Benchmark I: Use accepted scientific methods to collect, analyze, and interpret data and observations and to design and conduct scientific investigations and communicate results. • 9-12 Benchmark III: Use mathematical concepts, principles, and expressions to analyze data, develop models, understand patterns and relationships, evaluate findings, and draw conclusions. • Strand II: The Content of Science • 9-12 Benchmark III: Understand the motion of objects and waves, and the forces that cause them

  9. ISTE Standards • 1.Creativity and Innovation • 2. Communication and Collaboration • 3. Research and Information Fluency • 4. Critical Thinking, Problem Solving, and Decision Making • 5. Digital Citizenship • 6. Technology Operations and Concepts

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