The Indiana Department of Education's physics HS-PPS2-4 lesson plan is an excellent resource to help you structure your physics lessons. This lesson plan covers a wide range of topics and can be tailored to meet the needs of your students.
Based on College Physics by Open Stax
Short Description:
This is a custom edition for Practical Physics Physics 1104 at Douglas College. It has been modified from OpenStax College Physics.
Long Description:
This textbook has been customized for Physics 1104 at Douglas College. That course is intended for students who have not taken Physics previously or who have taken some secondary school Physics and want a review. The areas to be covered are mechanics (one and two dimensional motions; vectors; rotational motion; simple machines; work, energy, and power; momentum; equilibrium; Hooke’s law; collisions; circular motion; hydrostatics), heat (thermometry; heat transfer; thermal properties of matter), and electricity (electrostatics; direct current concepts and basic circuits).
This book is based on Open Stax’s College Physics. It is organized such that topics are introduced conceptually with a steady progression to precise definitions and analytical applications. The analytical aspect (problem solving) is tied back to the conceptual before moving on to another topic. Each introductory chapter, for example, opens with an engaging photograph relevant to the subject of the chapter and interesting applications that are easy for most students to visualize.
Word Count: 287459
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Short Description:
This study guide was developed to assist post-secondary students in learning Physics for Health I course. The course uses OpenStax College Physics free textbook. Students will use this guide to facilitate weekly learning, review and test their knowledge of key concepts introduced each week, and to examine health and biology related applications of the topics discussed in the course. Interactive activities and concepts maps will help reinforce the understanding of the concepts and to review the course concepts. Additionally, learners will have the opportunity to develop 21st century skills through resources and activities.
Word Count: 12953
Included H5P activities: 25
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Physics I is a first-year physics course which introduces students to classical mechanics. This course has a hands-on focus, and approaches mechanics through take-home experiments. Topics include: kinematics, Newton’s laws of motion, universal gravitation, statics, conservation laws, energy, work, momentum, and special relativity.
SYNOPSIS: In this lesson, students engage in activities and experiments to explore the concept of physical changes, and apply their learning to understand climate change-induced sea level rise.
SCIENTIST NOTES: The lesson introduces students to the physical changes of state from solid-liquid-gaseous phase. All materials, including artcicles and simulations, are well-sourced and relevant to improve students' ability in understanding the impact of physical changes in ice caps and its ambient environment and how they could take action to limit these changes. This lesson has passed our science credibility process and is recommended for teaching.
Positive
-Students work collaboratively in groups and with partners to share diverse ideas and perspectives.
-Students participate in hands-on learning to aid in understanding and participation.
-Students learn through a variety of pathways including kinesthetic, auditory, visual, etc. to engage with different learning.
-Students are given a variety of optional extensions to create the most meaningful change in their communities.
ADDITIONAL PREREQUISITES:
-It is recommended that teachers use this as a multi-day lesson in 5 parts. Use the Multi-Day Schedule Visual to determine appropriate stopping points for each day.
-Materials needed for the Physical Change Activity include the following:
-Ice
-Cup
-Playdough (one container per group)
-Different shaped cookie cutters (two per group)
-Materials needed for each group for the Investigate section experiment include the following:
-Two identical, clear, plastic containers (e.g., 6x6 inches)
-Clay, playdough, or small rocks
-Tray of ice cubes
-Ruler
-Cold water
-Piece of paper
-Permanent marker (optional)
-Materials may be substituted as necessary
-Students must create free accounts on the CK-12 website to participate in the simulations.
DIFFERENTIATION:
-All activities, experiments, and simulations can be completed in differentiated groups or as demonstrations at the discretion of the teacher.
-The article may be read aloud in groups or as a class to aid in understanding at the discretion of the teacher.
-Student Document questions may be completed individually, in mixed ability groups, or as a whole group led by the teacher.
-Videos may be paused and discussed in short segments.
-As noted in the TED video, the economic influences on climate change cannot be ignored. An extension to this lesson may be to include a social studies educator to teach students about the local economic elements and issues that contribute to climate change.
Students review and score a concept map for physical weathering using a grading rubric. They are then asked to reorganize or redraw the diagram to a form that you believe is appropriate to earn the highest score on the rubric.
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This sample shell is produced by the California Community Colleges CVC-OEI to support faculty in the use of Open Educational Resources and development of courses aligned to the OEI Course Design Rubric. The shell may be used for online, hybrid, &/or face-to-face classes. The shell is available for all faculty, not just those faculty in the CCC system. The team producing this shell includes Helen Graves, Liezl Madrona, Cyrus Helf, Nicole Woolley & Barbara Illowsky. If you are having challenges importing the shell, here are some steps to take. (1) Create an empty shell in your sandbox. (2) Import the Canvas Commons course into your shell. (3) Adapt the content as you wish. (4) If all else fails, contact your college IT person or Canvas administrator.
This sample shell is produced by the California Community Colleges CVC-OEI to support faculty in the use of Open Educational Resources and development of courses aligned to the OEI Course Design Rubric. The shell may be used for online, hybrid, &/or face-to-face classes. The shell is available for all faculty, not just those faculty in the CCC system. The team producing this shell includes Helen Graves, Liezl Madrona, Cyrus Helf, Nicole Woolley & Barbara Illowsky. If you are having challenges importing the shell, here are some steps to take. (1) Create an empty shell in your sandbox. (2) Import the Canvas Commons course into your shell. (3) Adapt the content as you wish. (4) If all else fails, contact your college IT person or Canvas administrator.
This book is written for anybody who is curious about nature and motion. Curiosity about how people, animals, things, images and space move leads to many adventures. This volume presents the best of them in the domain of everyday life.
Carefully observing everyday motion allows us to deduce six essential statements: everyday motion is continuous, conserved, relative, reversible, mirror-invariant – and lazy. Yes, nature is indeed lazy: in every motion, it minimizes change. This text explores how these six results are deduced and how they fit with all those observations that seem to contradict them. In the structure of modern physics, shown in Figure 1, the results on everyday motion form the major part of the starting point at the bottom. The present volume is the first of a six-volume overview of physics. It resulted from a threefold aim I have pursued since 1990: to present motion in a way that is simple, up to date and captivating.
In order to be simple, the text focuses on concepts, while keeping mathematics to the necessary minimum. Understanding the concepts of physics is given precedence over using formulae in calculations. The whole text is within the reach of an undergraduate.
In order to be up to date, the text is enriched by the many gems – both theoretical and empirical – that are scattered throughout the scientific literature.
In order to be captivating, the text tries to startle the reader as much as possible. Reading a book on general physics should be like going to a magic show. We watch, we are astonished, we do not believe our eyes, we think, and finally we understand the trick. When we look at nature, we often have the same experience. Indeed, every page presents at least one surprise or provocation for the reader to think about. Numerous interesting challenges are proposed.
The motto of the text, die Menschen stärken, die Sachen klären, a famous statement by Hartmut von Hentig on pedagogy, translates as: ‘To fortify people, to clarify things.’ Clarifying things – and adhering only to the truth – requires courage, as changing the habits of thought produces fear, often hidden by anger. But by overcoming our fears we grow in strength. And we experience intense and beautiful emotions. All great adventures in life allow this, and exploring motion is one of them. Enjoy it!
This module includes a mini-lecture (5 minutes) that defines specific heat capacity and includes an examples (no unit conversions).
Short Description:
Douglas College custom textbook for first year college physics. Physics 1107 based on Open Stax College Physics. Algebra based, designed primarily for biology and earth science majors.
Word Count: 255352
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
The following resource provides information regarding Oregon's specific practice acts for both OT and PT. Webinars are included as well as specific documents for new hires to review.
This unit is presented as a progression of tasks that allow students to explore movement through a variety of creative tasks. Students will move in personal and general space, while exploring elements of shape, size, speed, force, flow, and time. To promote student confidence and willingness in dance, teachers should isolate the dance elements before asking students to apply these elements using imagery or partner/group tasks.Photo Attribution: KCBalletMedia (Photography: Brett Pruitt & East Market Studios)References:Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education. 9th ed. New York: McGraw-Hill.Joyce, M. (1994). First steps in teaching creative dance to children. California: Mayfield Publishing.
8.01L is an introductory mechanics course, which covers all the topics covered in 8.01T. The class meets throughout the fall, and continues throughout the Independent Activities Period (IAP).
This physical education lesson is for students in Grade 2 on throwing and catching.
This sample shell is produced by the California Community Colleges CVC-OEI to support faculty in the use of Open Educational Resources and development of courses aligned to the OEI Course Design Rubric. The shell may be used for online, hybrid, &/or face-to-face classes. The shell is available for all faculty, not just those faculty in the CCC system. The team producing this shell includes Helen Graves, Liezl Madrona, Cyrus Helf, Nicole Woolley & Barbara Illowsky. If you are having challenges importing the shell, here are some steps to take. (1) Create an empty shell in your sandbox. (2) Import the Canvas Commons course into your shell. (3) Adapt the content as you wish. (4) If all else fails, contact your college IT person or Canvas administrator.
Short Description:
College Physics is organized such that topics are introduced conceptually with a steady progression to precise definitions and analytical applications. The analytical aspect (problem solving) is tied back to the conceptual before moving on to another topic. Each introductory chapter, for example, opens with an engaging photograph relevant to the subject of the chapter and interesting applications that are easy for most students to visualize.
Long Description:
College Physics is organized such that topics are introduced conceptually with a steady progression to precise definitions and analytical applications. The analytical aspect (problem solving) is tied back to the conceptual before moving on to another topic. Each introductory chapter, for example, opens with an engaging photograph relevant to the subject of the chapter and interesting applications that are easy for most students to visualize.
Word Count: 254796
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
