First Semester Bundle

17 fully editable, NGSS/modeling pedagogy aligned worksheets, 9 quizzes, 16 inquiry labs, 4 unit reviews, 4 unit tests, 7 lab challenges, 5 writing assignments, 5 concept builders, 5 equation toolboxes, 15 guided readings and notes, and 5 curriculum guides!

Worksheets

There are a variety of free response questions for most worksheets, which are usually one or two pages long. Worksheets are used for students to deploy models developed from inquiry labs and as a way to practice problem-solving en route to mastery of learning targets before quizzes and unit tests.

Quizzes

There is a mix of free-response and multiple-choice questions for most quizzes, which are usually one or two pages long. Quizzes are used for students to demonstrate proficiency of learning targets outlined in the corresponding curriculum guide by deployIng models developed from inquiry labs and utilized in problem-solving on worksheets. Quizzes are a good way for students to gauge their level of mastery to indicate how to study for unit tests.

Unit Reviews

Unit reviews are 2 pages long and usually consist of a mix of conceptual short answer questions, multiple-choice questions, and free-response calculation questions. Unit reviews are used for students to assess their current mastery of learning targets outlined in the corresponding curriculum guide by deployIng models developed from inquiry labs, utilized in problem-solving on worksheets, and assessed on quizzes. Unit reviews are a good way to review for the summative unit test and final exam assessments.

Unit Tests

Tests consist of 4 pages total, with two pages worth of multiple-choice questions and two pages worth of free-response questions. Tests are used for students to demonstrate mastery of learning targets outlined in the corresponding curriculum guide by deployIng models developed from inquiry labs, utilized in problem-solving on worksheets, and assessed on quizzes. Unit Tests are summative assessments for teachers to gauge a student’s level of mastery to indicate how to study for final exams.

Writing Assignments

These short writing assignments are usually one page long and include 3-4 short answer prompts that require students to explain and demonstrate their mastery of different learning targets covered in each unit. There is a rubric embedded at the bottom of each assignment as well for streamlined grading.

Inquiry Labs

Most lab summaries consist of 2 pages total, with space for students to provide the following information:

• Lab investigation purpose
• Data for the independent and dependent variable
• Written statement on data trends
• Sketch of a graphical model using a of best fit
• Linear equation to mathematically model the relationship between the variables
• Analysis of physical meanings of slope and y-intercepts
• Space to list tools used and a brief description of collecting and analyzing data
• Space to reflect on the validity of the data by discussing error and data methods
• Space for notes taken during whole class data discussions

If the lab summary is of a PhET Simulation, there are also questions embedded that highlight conceptual understanding of phenomena observed, requiring students to explain using vocabulary and observations, rather than mathematical analysis.

Inquiry labs are used for students to develop multiple representations of natural phenomena through planning and implementing lab investigations, collecting and analyzing data, and generating graphical, mathematical, and diagrammatically models. The models developed from inquiry labs can be refined through whole class Socratic discussion to generate reliable methods of analyzing physical phenomena and make meaningful predictions when given known variable values, such as Newton’s 2nd Law and Kinematic Equations.

Lab Challenges

Most lab challenges consist of 2 pages total, with space for students to provide the following information:

• Known variables and values
• Diagrams of any models utilized
• Calculations for any unknown values
• Tools used and a brief description of collecting and analyzing data
• ReflectIons on the validity of the data by discussing error and data methods
• Written explanation of generated solution

Lab challenges are used for students to deploy their models developed over the course of the unit to solve a lab practical style problem, such as a mystery mass, projected distance traveled, or index of refraction. Students engage in planning and implementing lab investigations, collecting and analyzing data, and applying graphical, mathematical, and diagrammatically models to generate a solution.

PhET Simulations

Most PhET Simulation lab summaries consist of 2-3 pages, with space for students to provide the following information:

• Lab investigation purpose
• Data for the independent and dependent variable
• Written statement on data trends
• Sketch of a graphical model using a of best fit
• Linear equation to mathematically model the relationship between the variables
• Analysis of physical meanings of slope and y-intercepts
• Tools used and a brief description of collecting and analyzing data
• Reflections on the validity of the data by discussing error and data methods
• Notes taken during whole class data discussions
• Explanations of observed phenomena using vocabulary and diagram

PhET simulations model after our inquiry labs used for students to develop multiple representations of natural phenomena through planning and implementing lab investigations, collecting and analyzing data, and generating graphical, mathematical, and diagrammatically models. The models developed from inquiry labs can be refined through whole class Socratic discussion to generate reliable methods of analyzing physical phenomena and make meaningful predictions when given known variable values, such as Newton’s 2nd Law and Kinematic Equations.

Concept Builders

Fully editable, NGSS/Modeling Instruction aligned Concept Builders tracking worksheet! Each worksheet has instructions for how to access the Concept Builders online, a table to track completed activities, and a way to quickly score the assignment based on student progress and completion of different activities.

Concept Builders, provided by The Physics Classroom website, are online interactive learning activity that targets student understanding of a discrete concept. Each Concept Builder presents learners with carefully crafted questions that target various aspects of the concept. There are typically multiple levels of difficulty or multiple activities. And there is an effort to track learner progress at each level or in each activity. Questions are presented in a random order from a bank of several questions. In most cases, when a student misses a question, they will have to answer the same or similar question twice before considered to have exhibited proficiency with that question. Question-specific help is provided for the struggling learner; such help consists of short explanations of how to approach the situation and a statement of the fundamental concept that the question addresses. The essence of a Concept Builder is the blending of carefully-crafted questions pertaining to a discrete learning goal with immediate feedback, question-specific help that seeks to remediate naive and ill-adapted student conceptions, and an emphasis on mastering a concept at multiple levels of sophistication.

Equation Toolboxes

Each Equation Toolbox contains any and all basic equations that may be used during problem-solving. There are also examples of different models, including graphs and diagrams that students can reference as entry points when problem-solving. These have proven to be useful tools for students to use when completing homework and assessments.

Guided Notes

Most guided notes provide in context examples of concepts that will be heavily referenced and utilized throughout the unit, specifically with deploying the models to demonstrate the phenomenon being investigated. Guided notes include scaffolded diagrams and require students to respond to short answer prompts.

Curriculum Guides

Each Curriculum Guide includes a Unit Overview document and a Student Self Assessment document. This is an excellent way to communicate to students what content will be covered in the unit, when it will be covered, and what learning targets they are expected to master.

The Unit Overview contains the following:

Front Page

• Topics covered
• Assessments (with tentative dates that you can modify)
• Document Order/List (useful for conducting quick and efficient binder checks)
• Equations used in the unit

Back Page

• Vocabulary (with an asterisks next to any key terms on an assessment)
• Diagrams, graphs, and other useful images

The Self Assessment contains the following:

Front Page

• A paragraph on the importance of reflection
• A rubric indicating how to assess understanding of each learning target
• A table with the set of learning targets covered throughout the unit (learning targets are also broken down by what assignments they appear on)

Back Page

• A rubric indicating how to assess preparation for each assessment, including quizzes and tests
• A space to write a plan for what students are going to do in order to study for that corresponding assessment

Learning Targets Assessed:

01 - Scientific Thinking

I know...

• the definition of a dependent variable and an independent variable.
• the definition of a linear equation, slope, and y-intercept.

I can...

• plot data from a table on a graph, ensuring to label and scale axes appropriately.
• calculate the rate of change (slope) from a table or graph.
• identify the rate of change (slope) from a linear equation.
• identify the y-intercept from a table or graph.
• identify the y-intercept in a linear equation.
• write a linear equation to model the relationship between two variables
• make a prediction using a table for a future value.
• make a prediction using a graph for a future value.
• make a prediction using an equation for a future value.
• make a calculation using the order of operations when given known values.

02 - Balanced Forces

I know...

• the definition of a force, mechanical equilibrium, and inertia.
• the definition of Newton’s 1st Law of Inertia.

I can...

• describe the motion of an object in mechanical equilibrium.
• determine if a normal force is present and where it points.
• determine if a gravitational force is present and where it points.
• determine if an applied force is present and where it points.
• determine if a tension force is present and where it points
• determine if a static friction force is present and where it points.
• determine if a kinetic friction force is present and where it points.
• determine if a magnetic force is present and where it points.
• draw a force diagram for an object in a balanced system.
• calculate the force of gravity given a mass.
• calculate all forces in a balanced system given enough information.
• identify a force pair between two objects using Newton’s 3rd Law.

03 - Constant Velocity

I know...

• the definition of position, initial position, final position, distance, displacement, and time.
• the definition of speed, velocity, average speed, and average velocity, and the difference between them.

I can...

• write a linear equation to model an object moving at a constant velocity and how to use it to calculate a position.
• read a position vs. time graph to determine initial position, final position, displacement, velocity, and direction of motion.
• diagram an object moving at a constant velocity using a motion map.
• calculate distance, speed, and time using those three variables.
• calculate final position, velocity, and time using different versions of a constant velocity equation.
• calculate average speed and average velocity over a period of time, and the difference between them.
• calculate displacement using the difference between the final and initial position.
• read a velocity vs. time graph to determine speed, velocity, displacement, and direction of motion.
• calculate displacement using the rectangular area under a velocity vs. time graph, including both positive and negative displacements.

04 - Acceleration

I know...

• the acceleration of an object in free fall.

I can...

• determine whether an object is moving at a constant speed, speeding up, or slowing down when given a position vs. time graph.
• determine whether an object is moving at a constant speed, speeding up, or slowing down when given a velocity vs. time graph.
• model an accelerating object using a written description and motion map through velocity and acceleration vectors.
• create a velocity and acceleration graph based on a given position graph.
• calculate displacement, velocity, acceleration, and time using an equation with those variables.
• calculate displacement using the area of a velocity graph.
• calculate displacement, velocity, acceleration, and time for an object in free fall.

05 - Unbalanced Forces

I know...

• the definitions of Newton’s 2nd Law and net force.

I can...

• determine whether an object is in a balanced or unbalanced system given a description of motion.
• determine whether an object is in a balanced or unbalanced system given a force diagram.
• determine whether an object is in a balanced or unbalanced system given an x/y table of equations. 
• construct a force diagram and x/y table of equations for an object in an unbalanced system.
• write a net force equation using all forces acting on an object in the Fnet = (   ) - (   ) format.
• calculate net force, mass, and acceleration using different forms of Newton’s 2nd Law equation: Fnet = ma
• solve for an unknown force value in a net force equation by using the Addition Property of Equality.

Solutions are available by emailing cris.chacon@knowlesteachers.org after purchasing this bundle.

These resources may be considered derivatives of AMTA resources.