Students who demonstrate understanding can: Students will: Student’s inferences In addition Develop a model to describe and predict the motion of an object A1. Create position vs. time and velocity vs. time for an object knowledge. traveling at a constant velocity. traveling at a constant velocity. performance 1. Create and analyze position vs. time graphs and velocity vs. A2. Describe the motion of an object traveling at a constant and to score time graphs to describe the motion of an object. velocity from given graphical representations. applications 2. Make a prediction from a 1-dimensional problem for an A3. Solve basic problems using velocity, change in position, and 3.0 object traveling at a constant velocity. time for any variable in one dimension. reflects performance, A4. Recognize patterns in data that represent objects traveling at a constant velocity. that insufficient go beyond Develop a model to describe and predict the motion of an object B1. Create position vs. time and velocity vs. time for an object the traveling at a constant acceleration. traveling at a constant acceleration. progress student 1. Create and analyze position vs. time graphs and velocity vs. B2. Describe the motion of an object traveling at a constant what time graphs to describe the motion of an object. acceleration from graphical representations. was 2. Make a prediction from a 1-dimensional problem for an B3. Solve basic problems using acceleration, change in velocity, demonstrates towards object traveling at a constant acceleration. and time for any variable in one dimension. taught. B4. Recognize patterns in data that represent objects traveling foundational at a constant acceleration. in-depth Recognize or recall specific vocabulary such as: skills position, displacement, distance, velocity, acceleration, slope, and area and Forces Driving Questions: How do Newton’s Laws explain changes in motion? Crosscutting Concept: and Effect, Patterns
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Develop a model to describe and predict the motion of an object traveling at a constant velocity. 1. Create and analyze position vs. time graphs and velocity vs. time graphs to describe the motion of an object. 2. Make a prediction from a 1-dimensional problem for an object traveling at a constant velocity. Develop a model to describe and predict the motion of an object traveling at a constant acceleration. 1. Create and analyze position vs. time graphs and velocity vs. time graphs to describe the motion of an object. 2. Make a prediction from a 1-dimensional problem for an object traveling at a constant acceleration. Students will: A1. Create position vs. time and velocity vs. time for an object traveling at a constant velocity. A2. Describe the motion of an object traveling at a constant velocity from given graphical representations. A3. Solve basic problems using velocity, change in position, and time for any variable in one dimension. A4. Recognize patterns in data that represent objects traveling at a constant velocity. B1. Create position vs. time and velocity vs. time for an object traveling at a constant acceleration. B2. Describe the motion of an object traveling at a constant acceleration from graphical representations. B3. Solve basic problems using acceleration, change in velocity, and time for any variable in one dimension. B4. Recognize patterns in data that represent objects traveling at a constant acceleration. Recognize or recall specific vocabulary such as: position, displacement, distance, velocity, acceleration, slope, and area Student’s performance reflects insufficient progress towards foundational skills and knowledge. Forces Driving Questions: How do Newton’s Laws explain changes in motion? Crosscutting Concept: and Effect, Patterns
conceptual_physics_curriculum_guide_17-18.docx