Science-Physics-Yearly Overview

Abu Dhabi City-Campus

Teacher: Lize van Rensburg Grade: 9-10 MYP 5 Physics
#

2013-2014
Subject Group: 4
Global Context + Objectives Content

Subject: Physics
Extension + Practical Activities

Statement of Inquiry +Unit Question

Unit Title: Mysteries of

Key + Related concepts

Science
Statement of Inquiry

The development of scientific inquiry based on evidence can be used to create models and systems
Unit Questions
D. Is it possible to prove

Global Context Key Concept:

Scientific and Technical Innovation

Development
Related Concepts Objectives B. Inquiring and Designing C. Processing and Evaluating D. Reflecting on the Impacts of Science
Approaches to Learning:
Organization, Collaboration, Communication, Transfer

all scientific phenomena? Do we believe everything we see or hear?

C. How

Evidence

do hypothesis and predictions help us to understand the world around us?

F. What tools can we use to prove scientific theory? Time Line: 2 weeks, Time scale:5
lessons/7hrs

Use scientific knowledge to make predictions and investigate hypothesiss Explain the hypothesis using scientific reasoning and include in explanations the scientific concepts, theories of why or how something might happen the way they have been hypothesized or predicted Plan and conduct an investigation to gather evidence based on open ended questions with several independent variables Process, conclude and evaluate qualitative and quantitative data

Inquiry based research on scientific phenomena (Criteria B) Laboratory experiments (Criteria D)

Class expectations. Safety rules and practices. Lab practical: safety activities, analysis + evaluation. Hazard signs Lab practical: Group safety role play. How to draw graphs and correct usage. Lab practical; generate data for handling and correct representation Report writing and graphical representation. Lab practical: volume Lab practical: density.

Interdisciplinary Links: Mathematics, History.

Learner Profile: Inquirer, thinker, reflective

NGCSS performance Outcomes Formative assess+summative quiz

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Statement of Inquiry +Unit Questions

Key + Related Concepts

Global Context + Objectives

Content

Extension + Practical Activities

Unit title: May the force be with you Statement of Inquiry Laws of motion help us to understand how movement of an object can change of applied forces. Unit Question D. How can we prove that an object in motion will stay in motion if no external force acts on it?
C. How do things move or

PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
Global Context Key Concept

Orientation in space and time

Objectives C. Processing and Evaluating D. Reflecting on the Impacts of Science

Change
Related Concepts

PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. PS3.C: Relationship Between Energy and Forces A bigger push or pull makes things speed up or slow down more quickly. ETS1.A: Defining Engineering Problems A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.
Learner Profile: knowledgeable,, enquirer,
communicator

Movement

Research and PowerPoint presentations on unbalanced forces and Newtons Laws Laboratory experiments Lab activity in which students observe and make models of

Approaches to Learning:

why do things move?

F. What effects do forces

Thinking, Social, Communication, Research Skills.

have on an object?

Quarter. Time Line : 5 weeks/15

lessons/21hrs

Interdisciplinary Links: English, Math, Engineering.

NGCSS performance Outcomes:

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Statement of Inquiry +Unit Questions

Key + Related Concepts

Global Context + Objectives

Content

Extension + Practical Activities PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Unit title:

From one form to another

Statement of Inquiry

Definition of Energy:
Global Context

The transformation of energy from one form to another made our life easier.
Unit Question

Globalization and sustainability

Key Concept Objectives C. Processing and Evaluating D. Reflecting on the Impacts of Science

Energy is a quantitative property of a system that depends on the motion and interactions and radiations within the system Energy has many forms. It can be modelled as energy associated with the motion of particles and with their relative position. Conservation of Energy: The total energy of a system cannot be created or destroyed but it can be transported from one form into another. Uncontrolled systems move toward more stable states, that is, toward more uniform energy distribution. Relation Between Energy and Forces: When two interacting objects change relative position in a field, the energy stored in the field is changed.

the energy transformation make our life easier? 3

C. What are the different

D. Does

PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. PS2-4: Use mathematical representations of Newtons Law of Gravitation and Coulombs Law to describe and predict the gravitational and electrostatic forces between object s. ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy

Form
Related Concepts

transformation

forms of energy?
Approaches to Learning: F. What are the different

forms of energy?

Thinking, Communication, Research Skills.

Quarter. Time Line : 5 weeks/12

lessons/18hrs

Interdisciplinary Links: Engineering and technology.

Learner Profile: Open-minded, Reflective, Caring

NGCSS performance Outcomes:

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Statement of Inquiry +Unit Questions

Key + Related Concepts

Global Context + Objectives

Content

Extension + Practical Activities

Unit title:

Light and wave energy

Statement of Inquiry

Can waves be reliably used to store sensitive information?

Unit Question
D. Can we avoid the

Wave Properties: The wavelength, frequency and wave speed are related by the wave equation.
Global Context

Evaluate questions about the advantages of using a digital transmission and storage of information. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
NGCSS performance Outcomes:

Key Concept

Scientific and Technical Innovation

Objectives A. Knowledge and Understanding C. Processing and Evaluating

Information can be digitized and stored as a series of wave pulses. Waves can add or subtract. Electromagnetic Radiation: EM radiation can be modeled as changing electric and magnetic fields or as photon particles. Light absorbed in matter is converted into heat. Photoelectric materials emit electrons when they absorb light of high-enough frequency.

Systems
Related Concepts

negative effects of radiation?

C. How can information be stored in a reliable way?

Form

Approaches to Learning: F. What are the

advantages of digital storage?

Communication, Selfmanagement Skills.

Quarter Time Line : 6 weeks/15

lessons/21hrs

Interdisciplinary Links: English, technology.

Learner Profile: Knowledgeable, Caring.

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Statement of Inquiry +Unit Questions

Unit title:

Key + Related Concepts

Global Context + Objectives

Content

Extension + Practical Activities

Space Systems
Statement of Inquiry Astronomical evidence of light spectra, motion of distant galaxies and composition of matter in the universe can explain the origin of the Universe. Unit Question Key Concept

The Universe and Its Stars: Light spectra and brightness can identify the composition, movement, and distances from Earth of stars.
Global Context

Globalization and sustainability Change

Related Concepts Objectives A. Knowledge and Understanding C. Processing and Evaluating D. Reflecting on the Impacts of Science

The Big-Bang Theory is supported by observations of distant galaxies receding from our own. Hydrogen and Helium are produced at the time of the Big Bang. Iron and lighter nuclei are produced through nuclear fusion within the stars. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. Earth and the Solar System: Keplers Law describes motions of orbiting objects. Orbits can change due to gravitational effects from, or oscillations with, other objects in the solar system.

D. Can we know

exactly how the universe existed?

C. What

Evidence

Visit the Observatory. Visit the Emirates Nuclear Factory (ENEC)

is the scientific evidence that supports the Big Bang Theory

?
F. What is the Big Bang

Approaches to Learning:

Thinking, Research Skills.

Theory?

Quarter. Time Line : 6 weeks/15

lessons/21hrs

Interdisciplinary Links: English, Philosophy.

Learner Profile: Reflective, Inquirer, open-minded

NGCSS performance Outcomes:

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Statement of Inquiry +Unit Questions

Unit title:

Key + Related Concepts

Global Context + Objectives

Content

Extension + Practical Activities

Earths changing surface

Statement of Inquiry

The movement of tectonic plates systems depends on the laws of the thermodynamics.
Unit Question
D. Do human activities

Global Context

Earth Materials and Systems: Earth systems are dynamic and interacting causing feedback effects that unpredictably increase or decrease the original changes. Plate Tectonics: Plate tectonics explains the movements of the rocks at Earths surface and its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earths crust.

ESS2-3: Develop a model based on evidence of Earths interior to describe the cycling of matter by thermal convection.

Key Concept

Orientation in space and time

Objectives A. Knowledge and Understanding B. Inquiry and Design D. Reflecting on the Impacts of Science
Approaches to Learning:

Systems
Related Concepts

have any impact on the change of the surface of the Earth?

C. How the changing

Movement

PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

surfaces of the Earth affect our life?

F. What causes the

Social, Thinking, Research.

changes of earth surface?

Quarter. Time Line : 3 weeks/10lessons/14hrs

Interdisciplinary Links: Earth Science, Geography

Learner Profile: Inquirer, Thinker, Caring

NGCSS performance Outcomes:

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