PHWH

Ohio Model Curriculum –Physics

Alignment with Primary Headwater Habitat Protocol

1) Overall Goals

• Know, use and interpret scientific explanations of the natural world;

-Stream morphology (substrate, pool depth and bankfull width) all relate to the creation of habitat for living organisms. High scores correlate with better habitat improving biodiversity

• Generate and evaluate scientific evidence and explanations, distinguishing science from pseudoscience;

-The HHEI metric scores predict the suitability of the habitat for aquatic life.

-Absence of living creatures when HHEI metrics indicate they should be present is a sign of environmental degradation. Predictions are based on evidence.

• Understand the nature and development of scientific knowledge;

-PHWH protocol is based on empirical evidence from thousands of streams that allow predictions about other streams to be made. New evidence may change the protocols or their interpretations

• Participate productively in scientific practices and discourse.

- Students learn about common scientific protocols, metrics and how they are used to compare results gathered by anyone using the protocol.

- Students see how to interpret their results in light of the results gathered by others using the same protocols increasing discourse among scientists

2) Specific Curricular Goals

Science Inquiry and Application

• Identify questions and concepts that guide scientific investigations;

-Students determine the quality of primary headwater streams to support life using three metrics based on physical measurements. They then collect biological evidence and determine if the quality of the stream determined using biological data supports the quality of the stream determined using physical data. They identify questions and concepts that link biological findings to the physical environment, i.e. what kind of organisms are found in what kind of physical environments.

• Design and conduct scientific investigations;

- Students Observe Streams, Hypothesize what kind of organisms will be found based on habitat, Predict what kinds of organisms will be found, Follow a standardized protocol to gather data using replicates and different variables, Analyze results using data aligned to standardized protocol outcomes and then support or reject their hypotheses.

• Use technology and mathematics to improve investigations and communications;

- Data can be entered electronically using an App that reports results to a central database. GPS coordinates are used to identify field site.

• Formulate and revise explanations and models using logic and evidence (critical thinking);

- Results are compared with other streams and other sites where the biological data do not support the physical data, and students have to hypothesize why.

- Results are used to determine the best place to sight future development and to conserve habitat.

• Recognize and analyze explanations and models; and

-Students relate habitat to the biology of organisms determining why specific habitats support organisms that are more sensitive to changes in high quality environments

• Communicate and support a scientific argument.

- Students use their own data to determine best uses for streams based on data.

Course Content

 

- Motion

- Graph interpretations

  • Position vs. time

  • Velocity vs. time

  • Acceleration vs. time

-Students will be able to develop a map outlining the stream

-Students will then be able to determine where flow of the stream accelerates and decelerates

-These all correlate with the NGSS standard HS-PS2-1

 

- Problem solving

  • Using graphs (average velocity, instantaneous velocity, acceleration, displacement, change in velocity)

  • Uniform acceleration including freefall (initial velocity, final velocity, time, displacement, acceleration, average velocity)

-Students will be able to identify stormwater damage and predict where the stormwater rises This correlates to the NGSS standard HS-PS2-1 and HSN-Q.A.1

 

- Projectiles

 
  • Independence of horizontal and vertical motion

  • Problem-solving involving horizontally launched projectiles

- Forces, Momentum and Motion

 
  • Newton’s laws applied to complex problems

  • Gravitational force and fields

  • Elastic forces

  • Friction force (static and kinetic)

  • Air resistance and drag

  • Forces in two dimensions

  1. adding vector forces

  2. motion down inclines

  3. centripetal forces and circular motion

  • Momentum, impulse and conservation of momentum

 

Correlating Next Generation Science Standards: HS-PS3-5, HS-PS2-1, HS-PS2-2, HS-PS2-4

- Energy

  • Gravitational potential energy

  • Energy in springs

  • Nuclear energy

  • Work and power

  • Conservation of energy

Correlating Next Generation Science Standards: HS-PS3-1, HS-PS3-2, HS-PS3-3, HS-PS3-4,

HS-PS3-5

 

- Waves

  • Wave properties

  1. conservation of energy

  2. reflection

  3. refraction

  4. interference

  5. diffraction

Correlating Next Generation Science Standards: HS-PS4-1. HS-PS4-5

  • Light phenomena

  1. ray diagrams (propagation of light)

  2. law of reflection (equal angles)

  3. snell’s law

  4. diffraction patterns

  5. wave - particle duality of light

  6. visible spectrum and colour

Correlating Next Generation Science Standards: HS-PS4-3

 

- Electricity and Magnetism

  • Charging objects (friction, contact and induction)

  • Coulomb’s law

  • Electric fields and electric potential energy

  • DC circuits

  1. ohm’s law

  2. series circuits

  3. parallel circuits

  4. mixed circuits

  5. applying conservation of charge and energy (junction and loop rules)

Correlating Next Generation Science Standards: HS-PS4-3

  • Magnetic fields and energy

  • Electromagnetic interactions

Correlating Next Generation Science Standards: HS-PS4-4

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