Active Physics CoreSelect

®HERFF JONES EDUCATION DIVISIONWhat Inquiry Should Be2Active — a small word that is powerful, dynamic, and is the basis of alearning system that can increase science and math literacy. The ActiveLearning System incorporatesdecades of research on howstudents best learn and howeducators can best facilitateincreased student achievement.Three concepts guide our work.First, in order to build increasedmath and science literacy, educatorscreate an environment in whichstudents are thoroughly engagedand actively involved in their ownlearning. Second, the creation of the Active Learning environment must not only involve curricula that are built around this concept, but also — equipment, teacher resources, professional development and technology that support the curricula. Third, these curricula and customized resources need to be flexible to meet your students’ needs as well as your state frameworks. At It’s About Time,we partner with you to facilitate increased student literacy in math and science.Introducing the Active Learning System™Student-Centered CurriculaThe Active Learning curricula are designed to allow each student to succeed in math and science.Chapter Challenges:Active Learning curricula begin by capturing students’ imaginations and providinga context for their learning—Real-world Chapter Challenges. For example, in Chapter 3 of Active PhysicsSports, students create a sport to play on the moon. In Chapter 2 of EarthComm — Earth SystemEvolution,students write a series of newspaper articles that explore global climate change, and inActive Chemistry, students create a special effect for a movie.Investigations:Once the challenge has been established and students are invested in their learning, Active Learning provides a series of hands-on labs which allow students to gain direct experience with the concepts. These labs have been developed by leading content experts working with classroom educators.Students master the key concepts in the investigations in order to complete their challenge. They really learn the content by applying it to a new situation and presenting their ideas to others.Opening Questions:Each Investigation begins with an open-ended question designed to elicit astudent’s prior knowledge of the topic. This gives them an opportunity to explore and then confront their prior understandings.Reading and Mathematics Support: Once students have gained firsthand experience with a concept through investigation, they “dig deeper” (with supplemental reading and math skill resources) to further understand the concepts that they have just explored. This process reinforces the science while building their reading ability and math skills.3Customized Hands-On MaterialsThe Active Learning System involves the same methods scientists use.Research shows that when students do science and solve problems , they are better able to remember and understand what they have learned. That is why hands-on inquiry investigations are such an integral part of our curricula and the Active Learning System . To support classroom inquiry, we developed a Kit Division to build and design customized equipment kits for each curricula. We continually gather feedback from educators across the nation to ensure that each kit item supports the scientific principles being learned and the Active Learning process.Customized Teacher Resources and Implementation PlansAs a way to support the Active Learning process, we offer both Teacher Resources and Professional Development. Our Teacher Editions provide comprehensive support on every aspect of the curricula, from content background, to philosophy and pedagogy, to correlations to standards — to answers for the problem sets. Our Professional Development Department provides a wide range of services to help support and ensure student success in the classroom. These services include school and district assessment, development of customized implementation plans, instructional workshops,mentoring and leadership development. All of our workshops and Leadership Academies are conducted by consultants who have taught in anActive Learning environment. As a result, you receive firsthand strategies that model the look and feel of a student-centered classroom.Customized TechnologyTo enhance student learning, technology must be designed with the same philosophy and pedagogy as the curricula, reinforcing the inquiry-based approach to learning. As a result, we offer a collection of research-based inquiry technology, from interactive software, to probes, to Internetresources, all in an effort to support you with the specific tools that you and your students need.Range of Assessment Strategies:In order to truly evaluate each student’s progress and learning, the Active Learning curricula include a wide range of assessment options. When students complete the Completing the Chapter Challenge,their work reveals the depth and breadth of their understanding. Rubrics that accompany each Challenge set forth the criteria that guide students toward deeper understanding and abilities, and help you to assess student work. In addition, lab books, journals, application questions, quizzes, and exams, allow you to check for understanding throughout the course.Customized ContentFinally, a course must fit your state frameworks. To help you create the perfect course, the flexibility ofIt’s About Time curricula and their associated material kits, professional development, technology and Internet resources, allow you to select the components that are just right to match your state frameworks and ensure your students’ success.Please study theActive PhysicsCoreSelectCourse Overview,and if you haveany questionsplease feel freeto call888-698-TIME (8463).4TABLE OF CONTENTSOverview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Active Physics Addresses Key NSES Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . .17Standards Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Chapter1Physics in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Chapter2Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Chapter3The Track and Field Championship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Chapter4Roller Coaster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Chapter5Let Us Entertain You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Chapter6Designing the Universal Dwelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Chapter7Electricity for Everyone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Chapter8Toys for Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Chapter9Atoms on Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Chapter10Patterns and Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38Chapter11Sports on the Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Chapter12Is Anyone Out There? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .425Y ou can do physics.Here are the reasons why.The following features make it that much easier to understand the physics principles you will be ing all these features together will help you actually learnabout this subject and see how it works for you every day,everywhere.Look for allthese features in each chapter of Active Physics.6ActiveACTIVE PHYSICS7ScenarioEach unit begins with a realistic event or situation you might actually have experienced,or can imagine yourself participating in at home,in school,or in your community .18Active Physics CoreSelect547You will probably want to assign some strict guidelines and also leave room for some extra points.Learning how to judge the quality of your own work is a skill that all businesses expect to see in their professionals.ChallengeThis feature presents the problem you will soon be expected to solve,or the tasks you are expected to complete using the knowledge you gain in the chapter.CriteriaBefore the chapter begins you will learn exactly how you will be graded.Working with your classmates,you will even help determine the criteria by which your work will be evaluated.239your small group and with your class.For Y 1.What Do Y ou Think?What do you already know? This unique feature encourages you to explore and discuss the ideas you have on a topic before you begin studying it.For Y ou T o DoIn Active Physics you learn by doing.Activities encourage you to work through problems by yourself,in small groups,or with the whole class.4510Physics T alkWhen you come across a physics term or equation in the chapter that you may notbe familiar with,turn to this feature for a useful,easy-to-understand explanation.6For Y ou T o Read7In this feature you will find additional insight,or perhaps an interesting newperspective into the topic of the activity.Reflecting on the Activity and the ChallengeEach activity helps prepare you to be successful in the chapter challenge.This feature helps you relate this activity to the larger challenge.It's another piece of the chapter jigsaw puzzle.Physics T o GoHere are exercises,problems,and questions that help you further develop yourunderstanding of the activity and relate it to the chapter challenge.88Stretching ExercisesIf you're looking for more challenging orin-depth problems,questions,and exercises,you'll find them right here.671in terms of their location(s) compared to the locations of the radios.c) How would this experiment be different if light from flashlights were used instead of sound from radios?10Chapter AssessmentHow do you measure up? Here is your opportunity to share what you have actually ing the activities as a guide,you can now complete the challenge you were presented at the beginning of the chapter.Physics Y ou LearnedThis lists the physics terms,principles,and skills you have just learned in the chapter.1213T WORKHis approach has been to tellthrough with its mathematical and scientific“you mustIt has to be both educational andPhysics at Work14Using real people in real jobs,this feature demonstrates how the principles you are learning are being applied everyday,everywhere.It shows that people who use physics can make a difference.C h a l l e n g eA roller coaster,called the Terminator Express,has been designed for an amusement park.Your challenge is to take the roller coaster design and modify it for a select group of riders.For instance,you may decide that you will modify the roller coaster so that young children can experience the thrill of a roller coaster in a safe and non-threatening way.You may prefer to design the roller coaster for adults that are a bit squeamish about the big hills and sharp turns.They want to experience the thrill of a roller coaster ride,but are ready to pass on the death-defying action. On the other hand,you may choose to design a roller coaster for daredevils that are ready to handle any thrill you can provide.You may also wish to design a roller coaster for people who are physically challenged or visually impaired.However, in each situation,you must ensure that the roller coaster is safe and nobody will be in danger.C r i t e r i aYou will make the design based on whatever group you choose.Your designwill have to meet certain criteria.All designs must have certain components including:•at least two hills•one horizontal curveIn addition,you will have to provide evidence that the ride is safe.Safetydata will include the height,speed,and acceleration of the roller coaster at five designated locations.Finally,you will have to calculate the work required to get the roller coaster rolling.You will present your design as both a model and a written poster or report.Make a list of criteria for each of the required elements of the roller coaster. What should a roller coaster design that deserves an “A”look like? Are thereother elements that you think should be included in a roller coaster grade? How much should each element be worth? Discuss these questions with your small group and the class.Active Physics CoreSelect207Scenario-DrivenIn each thematic unit there are three chapters, each requiring approximately three to four weeks of class time (Light Up My Life has one chapter). Each chapter begins with an engaging scenario or project assignment that challenges the students and sets the stage for the learning activities and chapter assessments to follow. Chapter contents and activities are selectively aimed at providing the students with the knowledge and skills needed to address the introductory challenge, thus providing a natural content filter in the “less is more” curriculum.Flexibly FormattedUnits are designed to stand alone, so teachers have the flexibility of changing the sequence of presentation of the units, omitting the entire unit, or not finishing all of the chapters within a unit. Although intended to serve as afull-year physics course, the units of Active Physics could be adapted to spread across a four-year period in an integrated high school curriculum.Multiple Exposure CurriculumThe thematic nature of the course requires students to continually revisit fundamental physics principles throughout the year, extending and deepening their understanding of these principles as they apply them in new contexts. This repeated exposure fosters the retention and transferability of learning, and promotes the development of critical thinking skills.Constructivist ApproachStudents are continually asked to explore how theythink about certain situations. As they investigate new situations, they are challenged to either explain observed phenomena using an existing paradigm or to develop a more consistent one. This approach can be helpful in including situations to abandon previously held notions in favor of the more powerful ideas and explanations offered by scientists.Authentic AssessmentFor the culmination of each chapter, students are required to demonstrate the usefulness of their newly acquired knowledge by adequately meeting the challenge posed in the chapter introduction. Students are then evaluatedon the degree to which they accomplish this performance task. The curriculum also includes other methods and instruments for authentic assessments as well as non-traditional procedures for evaluating and rewarding desirable behaviors and skills.Cooperative Grouping StrategiesUse of cooperative groups is integral to the course as students work together in small groups to acquire the knowledge and information needed to address the series of challenges presented through the chapter scenarios. Ample teacher guidance is provided to assure that effective strategies are used in group formation, function, and evaluation.Math Skills Development/Graphing Calculators and Computer SpreadsheetsThe presentation and use of math in Active Physics varies substantially from traditional high school physics courses. Math, primarily algebraic expressions, equations, and graphs is approached as a way of representing ideas symbolically. Students begin to recognize the usefulness of math as an aid in exploring and understanding the world about them. Finally, since many of the students in the target audience are insecure about their math backgrounds, the course engages and provides instruction for the use of graphing calculators and computer spreadsheets to provide math assistance. Minimal Reading RequiredBecause it is assumed that the target audience readsonly what is absolutely necessary, the entire course is activity-driven. Reading passages are written at the ninth grade level.Use of Educational TechnologiesVideos which capture students’ attention explore a variety of the Active Physics topics. Opportunities are also provided for students to produce their own videos in order to record and analyze events. Computer software programs make use of various interfacing devices.Problem SolvingFor the curriculum to be both meaningful and relevantto the target population, problem solving related to technological applications and related issues is an essential component of the course. Problem solving ranges from simple numerical solutions to more involved decision-making situations.Challenging Learning ExtensionsThroughout the text, a variety of Stretching Exercises are provided for more motivated students. These extensions range from more challenging design tasks to intriguing and unusual problems. Many of the extensions take advantage of the frequent opportunities the curriculum provides for oral and written expression of student ideas.Active Physics Addresses Key NSES Recommendations Active Physics addresses the following science curriculum recommendations:Active Physics was designed and developed to provide teachers with instructional strategies that model the following from The Standards:Teaching Standards:B.Guide and Facilitate Learning• Focus and support inquiries while interacting with students.• Orchestrate discourse among students about scientific ideas.• Challenge students to accept and share responsibility for their own learning.• Recognize and respond to student diversity; encourage all to participate fully in science learning.• Encourage and model the skills of scientific inquiry as well as the curiosity openness to new ideas and data and skepticism that characterize science.C.Engage in ongoing assessment of their teachingand student learning• Use multiple methods and systematically gather data about student understanding and ability.• Analyze assessment data to guide teaching.• Guide students in self-assessment.D.Design and manage learning environments thatprovide students with time, space, and resourcesneeded for learning science• Structure the time available so students are able toengage in extended investigations.• Create a setting for student work that is flexible andsupportive of science inquiry.• Make available tools, materials, media, and technologicalresources accessible to students.• Identify and use resources outside of school.E. Develop communities of science learners thatreflect the intellectual rigor of scientific attitudesand social values conducive to science learning• Display and demand respect for diverse ideas, skills,and experiences of students.• Enable students to have significant voice in decisionsabout content and context of work and require studentsto take responsibility for the learning of all members ofthe community.• Nurture collaboration among students.•Structure and facilitate ongoing formal and informaldiscussion based on shared understanding of rules.•Model and emphasize the skills, attitudes and valuesof scientific inquiry.Assessment Standards• Features claimed to be measured are actually measured.• Students have adequate opportunity to demonstrate their achievement and understanding.• Assessment tasks are authentic – developmentallyappropriate, set in familiar context, and engaging tostudents with different interests and experiences.• Assesses student understanding as well as knowledge.• Improve classroom practice and plan curricula.• Develop self-directed learners.Covered in depth — Primary concept that is the focus of the activityor problem. Students gain a thorough understanding of the concept.Covered — Secondary concept of the activity or problem.Students gain a basic understanding or introduction of the concept.Chapter 1 - Physics in ActionNational ScienceEducation StandardsChapter ChallengeStudents become sports broadcasters for PBS. They must compose a voice-over dub for a sports video of their choice. Their video must convey the excitement of the sport and the physics principles observed.Chapter SummaryTo gain knowledge and understanding of physics principles necessary to meet this challenge,students work collaboratively on activities in which they apply concepts of Newton’s laws, forces,friction, and momentum to sporting events. These experiences engage students in the following content identified in the National Science Education Standards .Content StandardsUnifying Concepts• Systems, order and organization • Evidence, models and explanations • Constancy , change and measurementScience as Inquiry• Identify questions and concepts that guide scientific investigations • Use technology and mathematics to improve investigations• Formulate and revise scientific explanations and models using logic and evidence • Understanding about scientific inquiryHistory and Nature of Science• Science and human endeavor • Nature of specific knowledge • Historical perspectivePhysical Science• Motions and forces• Conservation of energy and increase in disorderP H Y S I C S I N A C T I O NChapter 1Activity 1: A Running StartStudents measure the motion of a ball rolling down and up the sides of a bowl and find the ratio of the “running start” to the vertical distance.From this they are introduced to the concept of inertia.Activity 2: Push or PullStudents construct, calibrate, and use a simple force meter to explore thevariables involved in throwing a shot put. They then connect their observations and data to a study of the laws of motion.Activity 3: Center of MassBy finding the balancing points on objects with a variety of shapes,students are introduced to the effects of motion the athlete’s center of mass has on the balance and performance.Activity 5: Run and JumpThinking about the direction in which they apply force to move in a desired way introduces students to the concept that a force has an equal and opposite force. They test this concept, then apply it to a variety of motions observed in sports.Activity 6: The Mu of the ShoeStudents measure the amount of force necessary to slide athletic shoes ona variety of surfaces. From this and the weight of the shoe, they learn to calculate friction coefficients. They then consider the effects of friction on the athlete’s performance.Activity 7: Concentrating on CollisionsStudents investigate the effects of a ball’s velocity on its motion after a collision. They then apply these observations and what they now know about opposing forces in motion to describe collisions of balls and athletes in sporting events.Activity 8: Conservation of MomentumAdditional collisions between objects allow students to investigate whathappens when the objects stay together or “stick” after the collision.Activity 9: Circular MotionStudents use an accelerometer to test the direction of acceleration whenspinning in a chair. From this, they investigate the forces involved in the movement of turning objects and athletes.• Acceleration • Gravity• Galileo’s Principle of Inertia • Newton’s First Law of Motion• Newton’s Second Law of Motion • Relationship of Mass and Force to Acceleration • Gravity• Center of Mass • Gravity• Force Vectors• Weight and Gravity of Forces • Newton’s Third Law of Motion• Gravity• Frictional Force • Normal Force• Coefficient of Sliding Friction• Newton’s Third Law of Motion • Mass • Velocity • Momentum• Newton’s Third Law of Motion • Momentum = Mass x Velocity • Law of Conservation of Momentum• Inertia• Centripetal Acceleration • Centripetal ForceKey Physics Concepts and SkillsChapter 1 – Physics in ActionChapter 2 - SafetyNational ScienceEducation StandardsChapter ChallengeDangers inherent in travel provide the context for this chapter. Students are challenged to design or build a safety device, or system, for protecting automobile, airplane, bicycle, motorcycle, or train passengers. New laws, increased awareness, and improved safety systems are explored as students work on this challenge. They are also encouraged to design improvements to existing systems and to find ways to minimize harm caused by accidents.Chapter SummaryTo meet this challenge, students engage in collaborative activities that explore motions and forces and the principles of design technology. These experiences engage students in the following content from the National Science Education Standards.Content StandardsUnifying Concepts• Systems, order and organization• Evidence, models and explanations• Constancy, change, and measurementScience as Inquiry• Identify questions and concepts that guide scientific investigations• Use technology and mathematics to improve investigations• Formulate and revise scientific explanations and models using logic and evidence• Communicate and defend a scientific argumentHistory and Nature of Science• Nature of scientific knowledgePhysical Science• Motions and forcesScience in Personal and Social Perspectives• Personal and community health• Natural and human-induced hazardsScience and T echnology• Understandings about science and technology • Ability to apply technologySAFETY Chapter 2Activity 1: Response TimeUsing a response timer, students explore the time required for a driver to respond to a hazard. This activity introduces students to the process of beginning with their own ideas and predictions, then implementing an investigation that results in both qualitative and quantitative data.Activity 2: Speed and Following DistanceStrobe, or multiple exposure photos of a moving vehicle are used to discuss speed and acceleration. Students then use a sonic ranger to measure how fast they walk and obtain a computer generated graph of their speed. Information about speed is then connected to response time with a discussion of tailgating.Activity 3: AccidentsFollowing an investigation crashing cars against barriers, students use advertisements and consumer reports to learn about safety devices on automobiles. Each is analyzed to determine the type of collision-related injuries it prevents, and to identify if the device could in fact increase injuries in a unique setting.Activity 4: Life (and Death) before Seat BeltsUsing a lump of clay on a motion cart to represent a person in a car, students explore “objects in motion stay in motion.” They then relate this to actual automobile collisions.Activity 5: Life (and Fewer Deaths) after Seat BeltsStudents focus on the design and materials used in seat belt construction as they study force and pressure. They investigate how increasing surface area decreases the pressure exerted. They relate this to the challenge by finding ways to increase the area of impact in a collision.Activity 6: Why Air Bags?A model of an air bag is used in an investigation of what happens on impact when objects of different mass are dropped from different heights. They observe the amount of damage in each case and relate this to the concept of “impulse” and how spreading out the time of the impulse reduces damage.Activity 7: Automatic Triggering DevicesIn this inquiry investigation, students design a device that will trigger an air bag to inflate. These simulations allow them to apply concepts of inertia and impulse as they test ideas that help them address the chapter challenge.Activity 8: The Rear End CollisionStudents investigate the effect of rear end collisions on passengers by using a model of the neck muscles and bones of the vertebral column. They then read to learn more about Newton’s Second Law of Motion and consider how they can apply this information in designing a safety device that prevents movement of the head in a collision.Activity 9: Cushioning Collisions (Computer Analysis)Using a force probe, students investigate the effectiveness of different types of systems designed to minimize the impact of collisions. The systems include sand canisters around bridge supports and padded car interiors. This investigation provides an opportunity to develop deeper understanding of the concepts of acceleration, velocity, and momentum.• Series Circuits• Switches• Response Time•Average Speed•Using Data as Basis forPredictions•Speed, Distance, and Time Relationships• Physical Properties of Matter • Effect of Forces on Motion• Acceleration• Inertia• Inertia• Newton’s Laws of Motion• Force and Pressure• Newton as a Unit of Measure• Inertia• Force and Pressure• Impulse• Inertia• Force and Pressure• Impulse• Collisions• Newton’s Second Law of Motion • Momentum• Inertia• Impulse• Momentum• Change in Momentum• Conservation of MomentumKey Physics Concepts and Skills Chapter 2 – Safety。