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MOUNT VERNON CITY SCHOOL DISTRICT
Physics ®Curriculum Guide
THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE PHYSICS® CURRICULUM IN MOUNT VERNON. THIS PROVIDES AN OUTLINE
OF THE DISTRICT’S EXPECTATIONS AND POLICIES.
2014-15
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Mount Vernon City School District
Board of Education
Elias Steven GootzeitPresident
Serigne GningueVice President
Board TrusteesBrenda Crump
Charmaine FearonRosemarie M. Jarosz
Omar McDowellDarcy Miller
Adriane SaundersFrances Wynn
Superintendent of SchoolsDr. Kenneth Hamilton
Assistant Superintendent of BusinessKen Silver
Assistant Superintendent of Human ResourcesDenise Gagne-Kurpiewski
Assistant Superintendent for Innovation, Accountability and GrantsGertrude Karabas
Administrator of Mathematics and Science (K-12)Satish Jagnandan, Ed.D.
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ACKNOWLEDGEMENTS
During the 2007-08 school year, the Department of Curriculum and Instruction andSecondary Science Articulation Committee embarked upon a long range plan ofcurriculum development for the high schools. Teachers of every subject area fromMount Vernon and Nellie Thornton High School’s were joined by districtadministrator in the curriculum revision process. The educators gave manypersonal hours and demonstrated exceptional commitment to this critical task.
The New York State Learning Standards and, in some cases, the Core Curriculumformed the basis for decisions regarding the identification of grade levelobjectives, learning activities and assessments. Each set of performance objectivesdescribes what a student should be able to do or understand by the end of the year,with a particular focus or the development of critical thinking ability and problemsolving skills.
This document is by no means completed; the modifications will depend upon itsuse. We hope that during the next year the schools staff will explore, develop, andrecord the strategies deemed most successful in helping students meet the gradelevel objectives. Also, the order of units and their time frames should be revisitedafter a year of implementation.
Much credit goes to school leaders who organized the efforts of the teachers whocollaborated on this project. The educators most responsible for this work are asfollows:
Mushtaq Ahmad – Mount Vernon High SchoolPatricia Duggan – AB Davis Middle SchoolFrank Fidelman – Mount Vernon High SchoolTheresa Fox – MVHSJudith Isecke – Nellie Thornton High SchoolKevin Moore – Graham Elementary SchoolJae Yang – Nellie Thornton High School
Thank you.
Satish Jagnandan, Ed.D
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TABLE OF CONTENTS
I. COVER …..……………………………………....... 1
II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2
III. ACKNOWLEDGEMENTS …..……………………………………....... 3
IV. TABLE OF CONTENTS …..……………………………………....... 4
V. IMPORTANT DATES …..……………………………………....... 5
VI. VISION STATEMENT …..……………………………………....... 6
VII. ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM ..………………. 7
VIII. PREFACE …..……………………………………....... 8
IX. REGENTS CURRICULUM …..……………………………………....... 9
X. PHYSICS ® CORE CURRICULUM MAP …………………………... 10
XI. PHYSICS ® PACING GUIDE …………………………... 17
XII. PHYSICS ® CORE LABORATORY COMPONENT …..………….. 20
XIII. PHYSICS ® CORE LABORATORY MATERIALS …..…………... 21
XIV. SYSTEMATIC DESIGN OF A SCIENCE LESSON …..…………... 26
XV. SCIENCE GRADING POLICY ..……………... 29
XVI. SETUP OF THE SCIENCE CLASSROOM ..……………... 30
XVII. WORD WALLS ARE DESIGNED ..……………... 31
XVIII. SCIENCE CLASSROOM AESTHETICS ..……………... 32
XIX. FORMAL LAB REPORT FORMAT ..……………... 33
This document was prepared by the Mount Vernon City School District Curriculum and
Instruction Department in conjunction with the Secondary Science Articulation Committee.
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IMPORTANT DATES 2014-15
REPORT CARD – 10 WEEK PERIOD
MARKINGPERIOD
MARKINGPERIODBEGINS
INTERIMPROGRESSREPORTS
MARKINGPERIOD
ENDS
DURATION REPORT CARDDISTRIBUTION
MP 1 September 3,2014
October 3,2014
November 7,2014
10 weeks Week ofNov. 17, 2014
MP 2 November 10,2014
December 12,2014
January 30,2015
10 weeks Week ofFebruary 9, 2015
MP 3 February 2,2015
March 13,2015
April 17,2015
9 weeks Week ofApril 27, 2015
MP 4 April 20,2015
May 23,2015
June 25,2015
10 weeks Last Day of SchoolJune 25, 2015
As per MVCSD Board Resolution 06-71, the Parent Notification Policy states
“Parent(s) / guardian(s) or adult students are to be notified, in writing, at any time
during a grading period when it is apparent - that the student may fail or is
performing unsatisfactorily in any course or grade level. Parent(s) / guardian(s) are
also to be notified, in writing, at any time during the grading period when it
becomes evident that the student's conduct or effort grades are unsatisfactory.”
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VISION STATEMENT
True success comes from co-accountability and co-responsibility. In a coherentinstructional system, everyone is responsible for student learning and studentachievement. The question we need to constantly ask ourselves is, "How are ourstudents doing?"
The starting point for an accountability system is a set of standards andbenchmarks for student achievement. Standards work best when they are welldefined and clearly communicated to students, teachers, administrators, andparents. The focus of a standards-based education system is to provide commongoals and a shared vision of what it means to be educated. The purposes of aperiodic assessment system are to diagnose student learning needs, guideinstruction and align professional development at all levels of the system.
The primary purpose of this Instructional Guide is to provide teachers andadministrators with a tool for determining what to teach and assess. Morespecifically, the Instructional Guide provides a "road map" and timeline forteaching and assessing the NYS Science Content Standards.
I ask for your support in ensuring that this tool is utilized so students are able tobenefit from a standards-based system where curriculum, instruction, andassessment are aligned. In this system, curriculum, instruction, and assessment aretightly interwoven to support student learning and ensure ALL students have equalaccess to a rigorous curriculum.
We must all accept responsibility for closing the achievement gap and improvingstudent achievement for all of our students.
Satish Jagnandan, Ed.D
Administrator for Mathematics and Science (K-12)
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ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM
1. The standards-based science program must ensure equity and excellence for allstudents.
2. It is essential that the science program focus on understanding importantrelationships, processes, mechanisms, and applications of concepts that connectmathematics, science and technology.
3. The science program must emphasize a hands-on and minds-on approach tolearning. Experiences must provide students with opportunities to interact with thenatural world in order to construct explanations about their world.
4. The science program must emphasize the skills necessary to allow students toconstruct and test their proposed explanations of natural phenomena by using theconventional techniques and procedures of scientists.
5. The science program must provide students with the opportunity to dialog anddebate current scientific issues related to the course of study.
6. The science program must provide opportunities for students to make connectionsbetween their prior knowledge and past experiences to the new information beingtaught. Student learning needs to be built upon prior knowledge.
7. The science program must incorporate laboratory investigations that allowstudents to use scientific inquiry to develop explanations of natural phenomena.These skills must include, but are not limited to, interpreting, analyzing,evaluating, synthesizing, applying, and creating as learners actively construct theirunderstanding.
8. The science program must assess students’ ability to explain, analyze, andinterpret scientific processes and their phenomena and the student performancedata generated by theses assessments must be used to focus instructional strategiesto meet the needs of all students.
9. The science program must be responsive to the demands of the 21st century byproviding learning opportunities for students to apply the knowledge and thinkingskills of mathematics, science and technology to address real-life problems andmake informed decisions.
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PREFACE
This curriculum for The Physical Setting/Physics is organized into instructional units
based on the key ideas and major understandings of the New York State curriculum.
These are further organized into specific objectives for lessons and laboratory activities to
be completed throughout the year.
This Physical Setting/Physics Core Curriculum was written to assist teachers and
supervisors as they prepare curriculum, instruction, and assessment for the Physics
content and process skills of the New York State Learning Standards for Mathematics,
Science, and Technology. The Core Curriculum is part of a continuum that elaborates the
science content of Standard 4, which identifies Key Ideas and Performance Indicators.
Key Ideas are broad, unifying, general statements of what students need to know. The
Performance Indicators for each Key Idea are statements of what students should be able
to do to provide evidence that they understand the Key Idea. As part of this continuum,
this Core Curriculum presents Major Understandings that give more specific detail to the
concepts underlying each Performance Indicator.
The topic content, skills, and major understandings address the content and process skills
as applied to the rigor and relevancy to be assessed by the Regents examination in
Physical Setting/Physics. Focus will also be on application skills related to real-world
situations. Assessments will test students’ ability to explain, analyze, and interpret
Physics processes and phenomena, and generate science inquiry.*
*from New York State Core Curriculum: Physical Setting/Physics
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REGENTS CURRICULUM
The Mount Vernon City School District recognizes that the understanding of science is necessary
for students to compete in today’s technological society. The study of science encourages
students to examine the world around them. As individuals, they will use scientific processes
and principles to make informed personal and public decisions. Students will become
scientifically literate and apply scientific thinking, reasoning, and knowledge throughout their
lives.
All Regents science courses culminate in a NY State Regent's examination. All students enrolled
in science Regents courses MUST take the June Examination. According to the State Education
Department regulations, all students must successfully complete the laboratory component of the
course in order to be admitted to the Regent's examination.
In order to satisfy this requirement each student must:
1. Complete at least 30 full laboratory periods (1200 minutes)
2. Complete a satisfactory written report for each laboratory experience
3. Demonstrate proficiency in laboratory skills.
The format of the Regents Examination in the Physical Setting/Physics will consist of three
parts: Part A (multiple choice), Part B (multiple choice and constructed response), and Part C
(extended-constructed response). The concepts, content, and process skills associated with
laboratory experiences in Physical Setting/Physics that are aligned to the New York State
Learning Standards for Mathematics, Science, and Technology and the Core Curriculum for
Physical Setting/Physics will be assessed in Part B-1 (multiple choice), Part B-2 (multiple-choice
and constructed response), and Part C (extended constructed response) of the Regents
Examination in Physical Setting/Physics.
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THE PHYSICAL SETTING/PHYSICS ®CORE CURRICULUM MAP
UNIT 2: FORCE, MOTION, AND ENERGYUNIT 5: ELECTRICITY
Science process skills should be based on a series of discoveries. Students learn most effectivelywhen they have a central role in the discovery process. To that end, Standards 1, 2, 6, and 7incorporate a student-centered, problem-solving approach to physics. This list is not intended tobe an all-inclusive list of the content or skills that teachers are expected to incorporate into theircurriculum. It should be a goal of the instructor to encourage science process skills that willprovide students with the background and curiosity to investigate important issues in the worldaround them.
Note: the use of e.g. denotes examples which may be used for in-depth study. The terms forexample and such as denote material which is testable. Items in parentheses denote furtherdefinition of the word(s) preceding the item and are testable.
STANDARD 4—The Physical SettingStudents will understand and apply scientific concepts, principles, and theories pertainingto the physical setting and living environment and recognize the historical development ofideas in science.
Key Idea 4: Energy exists in many forms, and when these forms change energy isconserved.
4.1 Observe and describe transmission of various forms of energy.i. describe and explain the exchange among potential energy, kinetic energy, and internal
energy for simple mechanical systems, such as a pendulum, a roller coaster, a spring, afreely falling object
ii. predict velocities, heights, and spring compressions based on energy conservationiii. determine the energy stored in a springiv. determine the factors that affect the period of a pendulumv. observe and explain energy conversions in real-world situationsvi. recognize and describe conversions among different forms of energy in real or
hypothetical devices such as a motor, a generator, a photocell, a batteryvii. compare the power developed when the same work is done at different ratesviii. measure current and voltage in a circuitix. use measurements to determine the resistance of a circuit elementx. interpret graphs of voltage versus currentxi. measure and compare the resistance of conductors of various lengths and cross-
sectional areasxii. construct simple series and parallel circuitsxiii. draw and interpret circuit diagrams which include voltmeters and ammetersxiv. predict the behavior of light bulbs in series and parallel circuitsxv. map the magnetic field of a permanent magnet, indicating the direction of the field
between the N (north-seeking) and S (south-seeking) poles
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UNIT 4: WAVE MOTION, SOUND, AND LIGHT
4.3 Explain variations in wavelength and frequency in terms of the source of thevibrations that produce them, e.g., molecules, electrons, and nuclear particles.
i. compare the characteristics of two transverse waves such as amplitude, frequency,wavelength, speed, period, and phase
ii. draw wave forms with various characteristicsiii. identify nodes and antinodes in standing wavesiv. differentiate between transverse and longitudinal wavesv. determine the speed of sound in airvi. predict the superposition of two waves interfering constructively and destructively
(indicating nodes, antinodes, and standing waves)vii. observe, sketch, and interpret the behavior of wave fronts as they reflect, refract, and
diffractviii. draw ray diagrams to represent the reflection and refraction of wavesix. determine empirically the index of refraction of a transparent medium
UNIT 1: METHODS OF SCIENCE AND MEASUREMENTUNIT 2: FORCE, MOTION, AND ENERGY
Key Idea 5: Energy and matter interact through forces that result in changes inmotion.
5.1 Explain and predict different patterns of motion of objects (e.g., linear anduniform circular motion, velocity and acceleration, momentum and inertia).
i. construct and interpret graphs of position, velocity, or acceleration versus timeii. determine and interpret slopes and areas of motion graphsiii. determine the acceleration due to gravity near the surface of Earthiv. determine the resultant of two or more vectors graphically or algebraicallyv. draw scaled force diagrams using a ruler and a protractorvi. resolve a vector into perpendicular components both graphically and algebraicallyvii. sketch the theoretical path of a projectileviii. use vector diagrams to analyze mechanical systems (equilibrium and nonequilibrium)ix. verify Newton’s Second Law for linear motionx. determine the coefficient of friction for two surfacesxi. verify Newton’s Second Law for uniform circular motionxii. verify conservation of momentumxiii. determine a spring constant
UNIT 7: QUANTUM THEORY AND NUCLEAR PHYSICS
5.3 Compare energy relationships within an atom’s nucleus to those outside thenucleus.
i. interpret energy-level diagramsii. correlate spectral lines with an energy-level diagram
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UNIT 2: FORCE, MOTION, AND ENERGY
STANDARD 4: The Physical SettingStudents will understand and apply scientific concepts, principles, and theories pertaining to thephysical setting and living environment and recognize the historical development of ideas inscience.
Key Idea 4: Energy exists in many forms, and when these forms change energy isconserved.
The law of conservation of energy provides one of the basic keys to understanding the universe.The fundamental tenet of this law is that the total mass-energy of the universe is constant;however, energy can be transferred in many ways. Historically, scientists have treated the law ofconservation of matter and energy separately. All energy can be classified as either kinetic orpotential. When work is done on or by a system, the energy of the system changes. Thisrelationship is known as the work-energy theorem.
Energy may be transferred by matter or by waves. Waves transfer energy without transferringmass. Most of the information scientists gather about the universe is derived by detecting andanalyzing waves. This process has been enhanced through the use of digital analysis. Types ofwaves include mechanical and electromagnetic. All waves have the same characteristics andexhibit certain behaviors, subject to the constraints of conservation of energy.
Note: the use of e.g. denotes examples which may be used for in-depth study. The terms forexample and such as denote material which is testable. Items in parentheses denote furtherdefinition of the word(s) preceding the item and are testable.
Students can observe and describe transmission of various forms of energy.Major Understandings:4.1a All energy transfers are governed by the law of conservation of energy.*4.1b Energy may be converted among mechanical, electromagnetic, nuclear, and thermal
forms.4.1c Potential energy is the energy an object possesses by virtue of its position or
condition. Types of potential energy include gravitational* and elastic*.4.1d Kinetic energy* is the energy an object possesses by virtue of its motion.4.1e In an ideal mechanical system, the sum of the macroscopic kinetic and potential
energies (mechanical energy) is constant.*4.1f In a nonideal mechanical system, as mechanical energy decreases there is a
corresponding increase in other energies such as internal energy.*4.1g When work* is done on or by a system, there is a change in the total energy* of the
system.4.1h Work done against friction results in an increase in the internal energy of the system.4.1i Power* is the time-rate at which work is done or energy is expended.
(Note: Items with asterisks* require quantitative treatment per the Reference Table forPhysics. Asterisks following individual words refer to the preceding word or phrase only;asterisks appearing after the final period of a sentence refer to all concepts or ideaspresented in the sentence.)
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UNIT 5: ELECTRICITY
4.1j Energy may be stored in electric* or magnetic fields. This energy may be transferredthrough conductors or space and may be converted to other forms of energy.
4.1k Moving electric charges produce magnetic fields. The relative motion between aconductor and a magnetic field may produce a potential difference in the conductor.
4.1l All materials display a range of conductivity. At constant temperature, commonmetallic conductors obey Ohm’s Law*.
4.1m The factors affecting resistance in a conductor are length, cross-sectional area,temperature, and resistivity.*
4.1n A circuit is a closed path in which a current* can exist. (Note: Use conventionalcurrent.)
4.1o Circuit components may be connected in series* or in parallel*. Schematic diagramsare used to represent circuits and circuit elements.
4.1p Electrical power* and energy* can be determined for electric circuits.
(Note: Items with asterisks* require quantitative treatment per the Reference Table for Physics.Asterisks following individual words refer to the preceding word or phrase only; asterisksappearing after the final period of a sentence refer to all concepts or ideas presented in thesentence.)
UNIT 4: WAVE MOTION, SOUND, AND LIGHT
Students can explain variations in wavelength and frequency in terms of the source of thevibrations that produce them, e.g., molecules, electrons, and nuclear particles.Major Understandings:4.3a An oscillating system produces waves. The nature of the system determines the
type of wave produced.4.3b Waves carry energy and information without transferring mass. This energy may
be carried by pulses or periodic waves.4.3c The model of a wave incorporates the characteristics of amplitude, wavelength,*
frequency*, period*, wave speed*, and phase.4.3d Mechanical waves require a material medium through which to travel.4.3e Waves are categorized by the direction in which particles in a medium vibrate about an
equilibrium position relative to the direction of propagation of the wave, such astransverse and longitudinal waves.
4.3f Resonance occurs when energy is transferred to a system at its natural frequency.4.3g Electromagnetic radiation exhibits wave characteristics. Electromagnetic waves can
propagate through a vacuum.4.3h When a wave strikes a boundary between two media, reflection*, transmission, and
absorption occur. A transmitted wave may be refracted.4.3i When a wave moves from one medium into another, the wave may refract due to a
change in speed. The angle of refraction (measured with respect to the normal)depends on the angle of incidence and the properties of the media (indices ofrefraction).*
4.3j The absolute index of refraction is inversely proportional to the speed of a wave.*
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4.3k All frequencies of electromagnetic radiation travel at the same speed in a vacuum.*4.3l Diffraction occurs when waves pass by obstacles or through openings. The wavelength of
the incident wave and the size of the obstacle or opening affect how the wave spreadsout.
4.3m When waves of a similar nature meet, the resulting interference may be explainedusing the principle of superposition. Standing waves are a special case of interference.
4.3n When a wave source and an observer are in relative motion, the observed frequency ofthe waves traveling between them is shifted (Doppler effect).
UNIT 2: FORCE, MOTION, AND ENERGY
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Introduction: Fundamental forces govern all the interactions of the universe. The interaction ofmasses is determined by the gravitational force; the interaction of charges is determined by theelectro-weak force; the interaction between particles in the nucleus is controlled by the strongforce. Changes in the motion of an object require a force.Newton’s laws can be used to explain and predict the motion of an object.
On the atomic level, the quantum nature of the fundamental forces becomes evident. Models ofthe atom have been developed to incorporate wave-particle duality, quantization, and theconservation laws. These models have been modified to reflect new observations; they continueto evolve.
Everyday experiences are manifestations of patterns that repeat themselves from the subnuclearto the cosmic level. Models that are used at each level reflect these patterns. The futuredevelopment of physics is likely to be derived from these realms.
Students can explain and predict different patterns of motion of objects (e.g., linear anduniform circular motion, velocity and acceleration, momentum and inertia).
Major Understandings:5.1a Measured quantities can be classified as either vector or scalar.5.1b A vector may be resolved into perpendicular components.*5.1c The resultant of two or more vectors, acting at any angle, is determined by vector
addition.5.1d An object in linear motion may travel with a constant velocity* or with acceleration*.
(Note: Testing of acceleration will be limited to cases in which acceleration isconstant.)
5.1e An object in free fall accelerates due to the force of gravity.* Friction and other forcescause the actual motion of a falling object to deviate from its theoretical motion.(Note: Initial velocities of objects in free fall may be in any direction.)
5.1f The path of a projectile is the result of the simultaneous effect of the horizontal andvertical components of its motion; these components act independently.
5.1g A projectile’s time of flight is dependent upon the vertical component of its motion.
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5.1h The horizontal displacement of a projectile is dependent upon the horizontal componentof its motion and its time of flight.
5.1i According to Newton’s First Law, the inertia of an object is directly proportional to itsmass. An object remains at rest or moves with constant velocity, unless acted upon byan unbalanced force.
5.1j When the net force on a system is zero, the system is in equilibrium.5.1k According to Newton’s Second Law, an unbalanced force causes a mass to accelerate*.5.1l Weight is the gravitational force with which a planet attracts a mass*. The mass of an
object is independent of the gravitational field in which it is located.5.1m The elongation or compression of a spring depends upon the nature of the spring
(its spring constant) and the magnitude of the applied force.*5.1n Centripetal force* is the net force which produces centripetal acceleration.* In uniform
circular motion, the centripetal force is perpendicular to the tangential velocity.5.1o Kinetic friction* is a force that opposes motion.5.1p The impulse* imparted to an object causes a change in its momentum*.5.1q According to Newton’s Third Law, forces occur in action/reaction pairs. When one object
exerts a force on a second, the second exerts a force on the first that is equal inmagnitude and opposite in direction.
5.1r Momentum is conserved in a closed system.* (Note: Testing will be limited tomomentum in one dimension.)
5.1s Field strength* and direction are determined using a suitable test particle.(Notes: 1) Calculations are limited to electrostatic and gravitational fields.2) The gravitational field near the surface of Earth and the electrical field between twooppositely charged parallel plates are treated as uniform.)
5.1t Gravitational forces are only attractive, whereas electrical and magnetic forces can beattractive or repulsive.
5.1u The inverse square law applies to electrical* and gravitational* fields produced bypoint sources.
UNIT 7: QUANTUM THEORY AND NUCLEAR PHYSICS
Students can compare energy relationships within an atom’s nucleus to those outside thenucleus.Major Understandings:5.3a States of matter and energy are restricted to discrete values (quantized).5.3b Charge is quantized on two levels. On the atomic level, charge is restricted to multiples
of the elementary charge (charge on the electron or proton). On the subnuclear level,charge appears as fractional values of the elementary charge (quarks).
5.3c On the atomic level, energy is emitted or absorbed in discrete packets called photons.*5.3d The energy of a photon is proportional to its frequency.*5.3e On the atomic level, energy and matter exhibit the characteristics of both waves and
particles.5.3f Among other things, mass-energy and charge are conserved at all levels (from subnuclear
to cosmic).5.3g The Standard Model of Particle Physics has evolved from previous attempts to explain
the nature of the atom and states that:
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atomic particles are composed of subnuclear particles the nucleus is a comglomeration of quarks which manifest themselves as protons
and neutrons each elementary particle has a corresponding antiparticle
5.3h Behaviors and characteristics of matter, from the microscopic to the cosmic levels, aremanifestations of its atomic structure. The macroscopic characteristics of matter, such aselectrical and optical properties, are the result of microscopic interactions.
5.3i The total of the fundamental interactions is responsible for the appearance andbehavior of the objects in the universe.
5.3j The fundamental source of all energy in the universe is the conversion of mass intoenergy.*
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THE PHYSICAL SETTING / PHYSICS ® PACING GUIDE
This guide using Prentice Hall - Physics Its Methods and Meanings © 1992 (ISBN: 0-13-666868-2) was created to provide teachers with a time frame to complete the New York StatePhysical Setting / Physics Curriculum.
MONTH CHAPTER LABORATORYSEPTEMBER UNIT 1: METHODS OF SCIENCE
AND MEASUREMENT Chapter 1 - Physics and the
Methods of Science Chapter 2 - Measuring Length and
Time Chapter 3 - Measuring Mass and
Weight
COMMON ASSESSMENT #1
UNIT 2: FORCE, MOTION, ANDENERGY Chapter 4 - Vectors, Force, and
Motion
CORE LAB #1: TESTING AHYPOTHESIS BY MAKINGMEASUREMENTS
CORE LAB #2: MEASURINGDENSITY
CORE LAB #3: FACTORSAFFECTING THE PERIODOF A SIMPLE PENDULUM
CORE LAB #4: USING ASPRING TO MEASUREWEIGHT
CORE LAB #5: HOW FORCEVECTORS CAN BE ADDED
OCTOBER UNIT 2: FORCE, MOTION, ANDENERGY Chapter 5 - Motion in a Straight
Line COMMON ASSESSMENT #2 Chapter 6 - Two-Dimensional
Motion Chapter 7 - Laws of Motion I ASSESSMENT: EXAM#3
CORE LAB #6: HOW ASINGLE VECTOR CANCAUSE INDEPENDENTRESULTS
CORE LAB #7: DESCRIBINGMOTION- SPEED ANDACCELERATION
CORE LAB #8: GRAPHICALANALYSIS OF MOTION
NOVEMBER. UNIT 2: FORCE, MOTION, ANDENERGY Chapter 7 - Laws of Motion II Chapter 8 - Law of Gravitation and
Planetary Motion COMMON ASSESSMENT #3
CORE LAB #9:CONSERVATION OFMOMENTUM IN ANEXPLOSION
CORE LAB #10:CENTRIPETAL FORCE
DECEMBER UNIT 2: FORCE, MOTION, ANDENERGY Chapter 9 - Law of Work Chapter 10 - Energy and Its
Conservation COMMON ASSESSMENT #4
CORE LAB #11: PROJECTILEMOTION ANALYSIS WITHCONSERVATION OFENERGY
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MONTH CHAPTER LABORATORYJANUARY UNIT 4: WAVE MOTION, SOUND,
AND LIGHT Chapter 15 - Energy Transfer by
Waves Chapter 16 - The Nature of Light COMMON ASSESSMENT #5
CORE LAB #12: SPEED OFSOUND
FEBRUARY UNIT 4: WAVE MOTION, SOUND,AND LIGHT Chapter 17 - Reflection and
Refraction Chapter 18 – Mirrors, Lenses and
Optical Instruments
COMMON ASSESSMENT #6 Chapter 19 - Interference and
Diffraction
CORE LAB #13:REFLECTION OF LIGHT
CORE LAB #14: SPEED OFLIGHT IN A MATERIAL
MARCH UNIT 5: ELECTRICITY Chapter 20 - Electricity and the
Nature of Matter
COMMON ASSESSMENT #7 Chapter 21 - Natural Units of
Electricity Chapter 22 - Coulomb’s Law and
Electric Fields
COMMON ASSESSMENT #8
CORE LAB #15: VARIATIONOF RESISTANCE
OHM’S LAW
APRIL UNIT 5: ELECTRICITY Chapter 23 - Electric Circuits Chapter 24 - Series and Parallel
Circuits
COMMON ASSESSMENT #9
UNIT 6: ELECTROMAGNETISM Chapter 25 - Magnetism and
Magnetic Fields
CORE LAB #16: SERIESCIRCUITS - PARALLELCIRCUITS
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MONTH CHAPTER LABORATORY
MAY UNIT 6: ELECTROMAGNETISM Chapter 26 - Forces Exerted by
Magnetic Fields COMMON ASSESSMENT #10 Chapter 27 - Electromagnetic
Induction Chapter 28 - Electromagnetic
Waves
COMMON ASSESSMENT #11
UNIT 7: QUANTUM THEORYAND NUCLEAR PHYSICS Chapter 29 - Quantum Theory of
Light and Matter
CORE LAB #17: MAPPING AMAGNETIC FIELD
JUNE UNIT 7: QUANTUM THEORYAND NUCLEAR PHYSICS
Chapter 30 - Discovery of theAtomic Nucleus
COMMON ASSESSMENT #12 Chapter 31 - Quantum Theory
Model of the Atom Chapter 33 - The Atomic Nucleus Chapter 34 - Particle Physics ASSESSMENT: EXAM#13
JUNE 13, 2013 - NYS PHYSICS REGENTS
NOTE: ALL HOMEWORKS MUST BE SPIRALLED AND INCLUDE QUESTIONS FROM
PREVIOUS NEW YORK STATE PHYSICAL SETTING/PHYSICS (REGENTS)ASSESSMENTS.
ALL ASSESSMENTS (QUIZZES AND EXAMS) MUST BE SPIRALLED ANDINCLUDE QUESTIONS FROM PREVIOUS NEW YORK STATE PHYSICALSETTING/PHYSICS (REGENTS) ASSESSMENTS.
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THE PHYSICAL SETTING/PHYSICS ®CORE LABORATORY COMPONENT
ALL CORE LABORATORIES MUST BE COMPLETED BY ALL PHYSICSTEACHERS AND STUDENTS. TEACHERS MAY COMPLETE OTHER LABS
DEPENDING ON TIME AND AVAILABILITY OF RESOURECES BUT THE CORELABORATORIES MUST BE CONDUCTED.
# LABORATORY COMPONENT OF THE COURSE TIME
1. TESTING A HYPOTHESIS BY MAKING MEASUREMENTS 90 min
2. MEASURING DENSITY 90 min
3. FACTORS AFFECTING THE PERIOD OF A SINGLE PENDULUM 90 min
4. USING A STRING TO MEASURE WEIGHT 90 min
5. HOW FORCE VECTORS CAN BE ADDED 90 min
6. HOW A SINGLE VECTOR CAN PRODUCE INDEPENDENT
RESULTS
90 min
7. DESCRIBING MOTION - SPEED AND ACCELERATION 90 min
8. GRAPHICAL ANALYSIS OF MOTION 180 min
9. CONSERVATION OF MOMENTUM IN AN EXPLOSION 90 min
10. CENTRIPETAL FORCE 90 min
11. PROJECTILE MOTION ANALYSIS WITH CONSERVATION OF
ENERGY
90 min
12. THE SPEED OF SOUND 90 min
13. REFLECTION OF LIGHT 90 min
14. THE SPEED OF LIGHT IN A MATERIAL (PLASTIC) 90 min
15. VARIATION OF RESISTANCE 90 min
16. SERIES-PARALLEL CIRCUITS 120 min
17. MAPPING A MAGNETIC FIELD 90 min
17 CORE LABS 1650 min
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THE PHYSICAL SETTING/PHYSICS ®CORE LABORATORY COMPONENT
PHYSICS ® CORE LABORATORY MATERIALSSupplies required for the 2008 - 2009 Physics ® Laboratory Manual.
All classrooms should be equipped with a set of safety goggles, lab apron/coat, insulatedgloves and plastic gloves.
# CORE LABORATORY MATERIALS TIME1. TESTING A HYPOTHESIS BY
MAKING MEASUREMENTS spring clamp ring stand ruler clamp wooden meter stick light source string (56cm) 2.5 cm drill sphere timer (mechanical stop watch)
90 min
2. MEASURING DENSITY 3 different Metals (Al, Fe, Cu) metal cylinders with varying
diameters (1.5 cm, 2.5 cm, 3.5 cm) 25 cm3 graduated cylinder paper towel box of brass metric masses Ohaus Double Pan Balance (2 kg)
90 min
3. FACTORS AFFECTING THEPERIOD OF A SIMPLEPENDULUM
pendulum clamp ring stand nylon string 4 groups of 3 spheres (2.5 mm in
diameter) wooden meter stick box of brass metric masses cardboard triangle timer (mechanical stop watch) Ohaus Double Pan Balance (2 kg) 3 bobs (wood, Al, Brass)
90 min
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# CORE LABORATORY MATERIALS TIME4. USING A STRING TO
MEASURE WEIGHT spring clamp ring stand spring (unstretched length) “C” clamp paper clip vertical bench rod 4 groups of 3 spheres (2.5 mm in
diameter) wooden meter stick box of brass metric masses Ohaus Double Pan Balance (2 kg)
90 min
5. HOW FORCE VECTORS CANBE ADDED
2 vertical bench rods with clamps 1 horizontal bench with clamps 2 Ohaus Spring Balances (500g, 2
kg) vinyl paper clip protractor 2 plastic garbage bag ties box of brass metric masses (500g)
90 min
6. HOW A SINGLE VECTOR CANPRODUCE INDEPENDENTRESULTS
2 pulleys mounted on rod withclamps
2 vertical bench rods with clamps 1 horizontal bench with clamps Ohaus Spring Balances (500g) 2 vinyl paper clip protractor 1 plastic garbage bag tie light (blue) string box of brass metric masses
90 min
7. DESCRIBING MOTION- SPEEDAND ACCELERATION
wooden meter stick timer (mechanical stop watch) box of brass metric masses protractor 1-inch glass marble 4-ft marble track box
90 min
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# CORE LABORATORY MATERIALS TIME8. GRAPHICAL ANALYSIS OF
MOTION 1.8 m light string wooden meter stick centimeter ruler masking tape timer (mechanical stop watch) I-beam (plastic) cart Timing tape (Hubbard Brand) 6 volt dry-cell battery box of brass metric masses (200g) paper clip
180 min
9. CONSERVATION OFMOMENTUM IN ANEXPLOSION
Ohaus Double Pan Balance (2 kg) box of brass metric masses wooden meter stick string (approximately 1m) masking tape 2 momentum carts (1 with spring
loaded plunger)
90 min
10. CENTRIPETAL FORCE glass tube (length - 13 cm; diameter– 1 cm) fire polished at both endsand covered with rubber tubing ormasking tape for safety
Braided nylon fishline about 1.5 min length
paper clip wooden meter stick alligator clip #4 2-hole rubber stopper 7 large nails timer (mechanical stop watch) rubber bands goggles
90 min
11. PROJECTILE MOTIONANALYSIS WITHCONSERVATION OF ENERGY
steel ball wooden ramp ruler metal protractor wooden meter stick masking tape lab table
90 min
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# CORE LABORATORY MATERIALS TIME12. THE SPEED OF SOUND glass tube (inner diameter – 0.022
m) alcohol thermometer 250-ml graduated cylinder wooden meter stick tap water 5 tuning forks with varying
frequencies (256 to 512 vps) rubber strike pads
90 min
13. REFLECTION OF LIGHT plane mirror (7cm x 12cm) box rubber band 3 straight pins ruler light shield Mirror supports protractor white paper wooden drawing board masking tape
90 min
14. SPEED OF LIGHT IN AMATERIAL (PLASTIC)
plastic block (12cm x 9cm x 2cm) 2 straight pins ruler protractor wooden drawing board masking tape
90 min
15. VARIATION OF RESISTANCE DC ammeter (lab volt 440; 0 to 1 A,0 to 10 A)
DC voltmeter (lab volt 430; 0 to 5V, 0 to 50 V)
Power Supply “Z” board 3 105-cm nichrome wires Hook-up wire (red +; black -)
90 min
16. SERIES-PARALLEL CIRCUITS DC ammeter (lab volt 440; 0 to 1 A) DC voltmeter (lab volt 430; 0 to 5
V, 0 to 50 V) 6 V dry-cell battery 2 resistors (5 ohm and 50 ohm) Hook-up wire (red +; black -)
120 min
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# CORE LABORATORY MATERIALS TIME17. MAPPING A MAGNETIC
FIELD small compass 2 bar magnets horseshoe magnet iron washer cardboard iron fillings
90 min
17 CORE LABS 1650 min
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SYSTEMATIC DESIGN OF A SCIENCE LESSON
What are the components of a Science Lesson?
Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time
AIM: Goal of the Day Written in Question Form Concept to be Learned Linked to Closure of the lesson Written in student friendly language Can be elicited from the students
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Learning Objective(s): Standards-Based A precise way of stating an outcome or goal (refer to Bloom's Taxonomy) Describes what a student should be able to do (a road map) Can be measured for achievability (attainable) Getting started activities serve as prerequisite skills in preparation for undertaking new
objectives
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Key Idea(s): NYS Performance Standards Specific skills and concepts students should master
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Key Words: Interactive Word Wall Identify, define words relevant to the lesson, topic, concept, skill Operational definitions of terms, concepts Use of roots and prefixes for literary understanding Display on the Science Word Wall and use for vocabulary development
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Materials: Creative and Varied Items needed to facilitate the implementation of the lesson Use to enhance/differentiate lesson (i.e. teacher-made, manipulatives, text, calculators,
technology) Organized and accessible to students
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Problem of the Day / Do Now: Opening - Whole Group This can be considered the motivation or Do Now of the lesson It should set the stage for the day's lesson Skills review Introduction of a new concept, built on prior knowledge Open-ended problems
5 min
Mini Lesson: Guided Practice - Whole Group (Teacher Directed, Student Centered) Inform students of what they are going to do. Refer to Objectives. Refer to the Key
Words (Word Wall) Define the expectations for the work to be done Provide various demonstrations using modeling and multiple representations (i.e. model
a strategy and your thinking for problem solving, model how to use a ruler to measureitems)
Relate to previous work Provide logical sequence and clear explanations Provide medial summary
10 – 15min
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Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time
Exploration/Investigation: Independent Practice - Cooperative Groups, Pairs,Individuals, (Student Interaction & Engagement, Teacher Facilitated) Students try out the skill or concept learned in the mini-lesson Teachers circulate the room, conferences with the students and assesses student
work (i.e. teacher asks questions to raise the level of student thinking) Students construct knowledge around the key idea or content standard through
the use of problem solving strategies, manipulatives, accountable/quality talk,writing, modeling, technology applied learning
20 – 25min
Share Out: Reflective Practice - Whole Group (Teacher Directed, StudentCentered) Students discuss their work and explain their thinking Teacher asks questions to help students draw conclusions and make references
5 – 10min
Journal Writing: Independent Reflections - Individuals (Teacher Facilitated,Student Centered) Reflect thinking in writing Use writing "prompts" if needed (i.e. "I tried to solve this problem by
______________ but it did not work because____________________.") Answer question (i.e. What did I do in Science today?, What science words did I
learn or review? What science did I learn or review?) Pose creative assignments (i.e. Use tangrams to create a character. Give a
description and details about your character.)
5 – 10min
Final Summary: (Closing) - Whole Group (Teacher Directed, Student Centered) Determine if aim/objective(s) were achieved Students summarize what was learned Allow students to reflect, share (i.e. read from journal) Homework is a follow-up to the lesson which may involve skill practice,
problem solving and writing
5min
Homework/Enrichment - Whole Group (Teacher Directed, Student Centered) Homework is a follow-up to the lesson which may involve skill practice,
problem solving and writing Homework, projects or enrichment activities should be assigned on a daily basis. SPIRALLING OF HOMEWORK - Teacher will also assign problems / questions
pertaining to lessons taught in the past
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Remember: Assessments are on-going based on students’ responses.Assessment: Independent Practice (It is on-going! Provide formal assessmentwhen necessary / appropriate) Always write, use and allow students to generate Effective Questions for optimal
learning Based on assessment(s), Re-teach the skill, concept or content using alternative
strategies and approaches
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IMPORTANT NOTICE
All aims must be numbered with corresponding homework. For example, Aim #7will corresponded to homework #7 and so on.
Writing assignments at the end of the lesson (closure) bring great benefits. Not onlydo they enhance students' general writing ability, but they also increase both theunderstanding of content while learning the specific vocabulary of the disciplines.
AIM #7: What is matter?
NYS PERFORMANCE INDICATOR:
3.1q Matter is classified as a pure substance or as a mixture of substances.
Do Now (5 minutes):
Classify the following items based on their properties/characteristics.
Writing Exercise / Closure:
What are some properties of matter?
Homework #7
Page 34 #5, 7, 9, 11
Page 28 #4, 13
Page 15 #21, 33
Page 8 #40
Study for Quiz #2 on September 23, 2010
Demonstration (using manipulatives) must be incorporated in all lessons. Withstudents actively involved in manipulating materials, interest in science will bearoused. Using manipulative materials in teaching science will help students learn:
a. to relate real world situations to science symbolism.
b. to work together cooperatively in solving problems.
c. to discuss scientific ideas and concepts.
d. to verbalize their scientific thinking.
e. to make presentations in front of a large group.
f. that there are many different ways to solve problems.
g. that problems can be symbolized in many different ways.
h. that they can solve problems without just following teachers' directions.
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HIGH SCHOOL LEVEL SCIENCE GRADING POLICY
This course of study includes different components, each of which are assigned the
following percentages to comprise a final grade. I want you--the student--to understand
that your grades are not something that I give you, but rather, a reflection of the work
that you give to me.
1. Common Assessments → 35%
2. Quizzes → 20%
3. Laboratory (with Written Lab Reports) → 15%
4. Homeworks → 15%
5. Notebooks → 5%
6. Research Projects / Class Participation → 10%
o Class participation will play a significant part in the determination of your
grade. Class participation will include the following: attendance, punctuality
to class, contributions to the instructional process, effort, work in the
laboratory, contributions during small group activities and attentiveness in
class.
Important Notice
As per MVCSD Board Resolution 06-71, the Parent Notification Policy states
“Parent(s) / guardian(s) or adult students are to be notified, in writing, at any time during
a grading period when it is apparent - that the student may fail or is performing
unsatisfactorily in any course or grade level. Parent(s) / guardian(s) are also to be
notified, in writing, at any time during the grading period when it becomes evident that
the student's conduct or effort grades are unsatisfactory.
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SETUP OF THE SCIENCE CLASSROOM
I. Prerequisites for a Science ClassroomA Bulletin Board is meant to display necessary information related to the classitself. Displayed on the Bulletin Boards should be the following; Teacher Schedule Class List Seating Chart Code of Conduct / Discipline School Policies – dress code, attendance, important dates, etc. Grading Policy Safety and Laboratory Procedures Science Diagrams Extra Help Schedule
II. Updated Student WorkA section of the classroom must display recent student work. This can be of anytype of assessment, graphic organizer, and writing activity. Teacher feedback mustbe included on student’s work.
III. Board Set-UpEvery day, teachers must display the NYS Standard (Performance Indicator),Aim, Do Now and Homework. At the start of the class, students are to copy thisinformation and immediately begin on the Do Now.
IV. Spiraling HomeworkHomework is used to reinforce daily learning objectives. The secondary purposeof homework is to reinforce objectives learned earlier in the year. Theassessments are cumulative, spiraling homework requires students to reviewcoursework throughout the year.
Student’s Name: School:
Teacher’s Name: Date:
Aim #:
NYS Performance Indicator:
Do Now:
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WORD WALLS ARE DESIGNED …
to promote group learning. to support the teaching of important general principles about words and how they work. to foster reading and writing in content area. to provide reference support for children during their reading and writing. to promote independence on the part of young students as they work with words. to provide a visual map to help children remember connections between words and the
characteristics that will help them form categories. to develop a growing core of words that become part of their vocabulary.
IMPORTANT NOTICE A science word wall must be present in every science classroom.
Sample Science Word Wall
Process Skills Plants Soils Animals
classify root soil inheritmeasure stem humus traitpredict leaf topsoil mammalobserve seed clay birdrecord germinate loam amphibianinfer seedling resource gills
variable photosynthesis conservation fishcompare chlorophyll strip cropping scales
cotyledon contour plowing reptilemetamorphosis
cycle
Habitats Food Chains Rocks and Minerals
environment interact mineral valleyecosystem producer rock canyonpopulation consumer crust plaincommunity decomposer mantle plateau
habitat food chain core barrier islandforest energy pyramid igneous rock weathering
deciduous forest food web sedimentary rock erosiontropical rain forest predator metamorphic rock glacier
coastal forest prey rock cycle earthquakeconiferous forest fossil volcano
desert geologist floodsalt water landform natural disaster
fresh water mountain
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SCIENCE CLASSROOM AESTHETICS
“PRINT–RICH” ENVIRONMENT CONDUCIVE TO LEARNING
TEACHER NAME: _________________________________________________________
PERIOD: _________________________________________________________
ROOM: _________________________________________________________
CHECKLISTYES NO
Teacher Schedule
Class List
Seating Chart
Code of Conduct / Discipline
Grading Policy
List of Core Laboratories
Safety and Laboratory Procedures
Science Diagrams, Posters, Displays
Updated Student Work (Projects, Assessments, Writing, etc.)
Updated Student Portfolios
Updated Word-Wall
Updated Lab Folder
Organization of Materials
Cleanliness
Principal Signature: _________________________________________ Date: ____________
Administrator Signature: _____________________________________ Date: ____________
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Mount Vernon City School DistrictScience Department
Formal Lab Report Format
Laboratory reports are the vehicle in which scientific information is passed on from theexperimenter to others who have an interest in the scientific study. It is therefore very importantthat each student enrolled in a science class at University High School learn the proper formatand procedure for writing a scientific report.
The following is a brief summary of what information is to be included in an acceptablelaboratory report. Not all experiments will include all of the sections shown below. If yourexperiment (or your teacher) does not call for certain parts of the report format simply leave thatsection out.
Formal lab reports should always be word-processed or at least written neatly in ink. Never writeany section in pencil. Graphs should be hand drawn or done by a computer-graphing program.The report does not necessarily have to be lengthy or elaborate. Scientific writing should beclear, concise and accurate. Correct spelling and grammar is always important and will have animpact on the evaluation of your report. Unless your teacher informs you that this will be a groupreport, each student in the lab group will be responsible for completing his/her own report. Thereport may include:
Title PageThis section includes your name, title of the lab and the names of all labpartners. The page should also include the course title, instructor, period andthe date the lab was conducted
TitleThe title of the report must clearly reflect what the experiment was all about.This is not an appropriate place for creative or ambiguous titles.
PurposeThis section of the report clearly states in one or two sentences what is to bestudied in this experiment. What are you trying to find out in this experiment?
Hypothesis
Write a brief statement outlining your specific expected outcomes of theexperiment. The hypothesis is what you think will happen during theexperiment. It differs from a guess in that it is based upon prior knowledge orevidence.
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Materials
List what equipment was used in your experimental setup. In manyexperiments, it may be helpful to include a detailed and labeled diagram ofhow the equipment is set up. Experiments involving measurements ofelectrical circuits must include a circuit diagram.
Procedure
If you are reporting on an experiment with a written procedure, summarizebriefly how the experiment was performed. Include only the basic elementsthe will give the reader an understanding of how the data was collected.Please do not include small details such as size of beakers, specific times,computer commands, or how specific equipment is to be connected together,etc. Do NOT just recopy the procedure from the lab book or hand out. Writethe procedure as if you were describing the experiment to an interested friend.If you are writing a report on an experiment of your own design, list thenumbered steps of the procedure you followed. This should look a lot like theprocedure section of your lab book
Safety
Write a short statement outlining whatever safety precautions might apply tothe experiment. Consider the potential dangers of flammables, corrosives,toxins, sharps, heat or cold, among others. Eye protection is required forexperiments involving the use of chemicals, boiling water, dissections or thepossibility of flying projectiles
ExperimentalData
This section of the report will contain the raw data collected during theexperiment. Experimental data may take the form of qualitative observationsmade during the experiment. Observations may include color changes, newproducts formed, phase changes, sounds, lights, positions or other non-measurement observations. This type of information is often best given inparagraph form where you describe your observations during a particular step.Include in your description what you did and what happened when you did it.Do not attempt to include interpretations of what happened at this time. Thissection is for raw data only.
Data may also take the form of numerical measurements collected during theexperiment. Quantitative Data should be included in a data table with clearlylabeled headings that include the units used. Do not ignore suspected faultydata but include it you report. Later, in your CONCLUSIONS, you will havethe opportunity to explain why you have decided not to include the suspectederrors in your analysis.
Charts andGraphs
To look for relationships in the data it is often of benefit to graph the datacollected. Make sure all graphs and charts are fully titled and labeled. Seehandout on how to construct a scientific graph for format instructions.
SampleCalculations
Every time that you perform a new calculation for data analysis, show asample calculation of how it was done in this section of your report. Show asample for each type of calculation done in the experiment, no matter howtrivial it seems. Use data from your experiment in your sample calculation,not made up numbers. Fully label each calculation so that the reader
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understands what you are calculating. Show the equation used for eachcalculation. Make sure that each measurement has the proper units and thateach calculated result is given the correct number of significant digits. If acalculation is repeated in the experiment, there is no need to show it more thatonce.%Error: calculation which determines how close your experimental value is tothe accepted value (as always, show your work)
% Error = |accepted value - your value|accepted value
If one of the analysis questions below asks for a calculation, show the work inthe Questions section not Sample Calculations.
Questions
All analysis questions found at the end of the experiment are to be answeredin complete sentences (except calculations, where you need to show yourwork). One or two word answers are never acceptable. Do not rewrite theoriginal question; instead, word your answer such that the question is obviousfrom the wording of your answer.
Conclusions
This is the most important part of your lab report. It is here that you answerthe questions asked in the purpose. Your conclusion should always be statedin terms of what you said your purpose was. Did the experiment verify yourhypothesis? How do you know?
Begin your conclusion by restating your purpose and/or hypothesis. In asentence or two, indicate how the experiment was conducted. State whetherthe results verified or refuted your hypothesis. List the evidence or logic fromyour experimental results that lead you to that conclusion. Be specific. If yourresults did not agree with the expected results, how far off were you from theaccepted value? A percent error might be appropriate here. Is this errorsignificant? Looking back on how the experiment was conducted, identifyseveral sources of error. "Experimental error", "measurement error", "humanerror" and "calculation error" are not acceptable statements of error. Be muchmore specific! Your discussion of error should include the effects of eachsource with regard to both magnitude and direction. If you were to do thisexperiment again, how could you modify this experiment to improve yourresults?
Many of the points made above may have been previously discussedelsewhere in the report. Do not leave them out of your conclusion! Yourconclusion should be able to stand alone without the rest of the report.
All reports should be signed and dated by the author at the bottom of the report. The dateshould reflect the date that the report is submitted.
