Phase I
CURRICULUM MAP
Course/ Subject: Derivatives and Motion Grade: 12 Teacher: Human
Month(or length of time to complete): 6 weeks
National Benchmark being addressed(*Please Identify by topic using the atlas posted on the National Science Digital Library.
*Use a Roman Numeral to identify each benchmark) / State Standards-
By Benchmark, correlate with state standards located on the PDE SAS website. Please include which National Benchmark that you are correlating with (Indicate with the appropriate roman numeral.) / Skills/Competencies
-Please identify using the appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard / Assessment (common or individual; formative or summative)
-Please identify using the Appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard
I. Mathematics provides a precise language to describe objects and events and the relationships among them. In addition, mathematics provides tools for solving problems, analyzing data, and making logical arguments.
II. Science is based on the assumption that the universe is a vast single system in which the basic rules are everywhere the same and that the things and events in the universe occur in consistent patterns that are comprehensible through careful, systematic study.
III. The Newtonian system made it possible to account for such diverse phenomena as tides, the orbits of planets and moons, the motion of falling objects, and the earth's equatorial bulge.
IV. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it. / 3.2.12.B6
3.4.12.C / 1a) Comprehend the definition of derivative and evaluate examples of
1b) Recognize patterns between previous physics equations for motion and calculus based equations
1c) Calculate acceleration, velocity, position problems
1d) Apply various derivative methods to solve problems
2a) Use derivatives to describe the motion of an object given a set of parameters
3a) Solve free fall and falling objects problems with derivatives / Lab
Student led problems
Teacher led example problems
Tests
CURRICULUM MAP
Course/ Subject: Integrals and Motion Grade: 12 Teacher: Human
Month(or length of time to complete): 6 weeks
National Benchmark being addressed(*Please Identify by topic using the atlas posted on the National Science Digital Library.
*Use a Roman Numeral to identify each benchmark) / State Standards-
By Benchmark, correlate with state standards located on the PDE SAS website. Please include which National Benchmark that you are correlating with (Indicate with the appropriate roman numeral.) / Skills/Competencies
-Please identify using the appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard / Assessment (common or individual; formative or summative)
-Please identify using the Appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard
I. Mathematics provides a precise language to describe objects and events and the relationships among them. In addition, mathematics provides tools for solving problems, analyzing data, and making logical arguments.
II. Science is based on the assumption that the universe is a vast single system in which the basic rules are everywhere the same and that the things and events in the universe occur in consistent patterns that are comprehensible through careful, systematic study.
III. The Newtonian system made it possible to account for such diverse phenomena as tides, the orbits of planets and moons, the motion of falling objects, and the earth's equatorial bulge.
IV. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it. / 3.2.12.B6
3.4.12.C / 1a) Comprehend the definition of integral and evaluate examples of
1b) Recognize patterns between previous physics equations for motion and calculus based equations
1c) Calculate acceleration, velocity, position problems
1d) Apply various integral methods to solve problems
2a) Use integrals to describe the motion of an object given a set of parameters
3a) Solve free fall and falling objects problems with integrals / Lab
Student led problems
Teacher led example problems
Tests
CURRICULUM MAP
Course/ Subject: Drag Force Grade: 12 Teacher: Human
Month(or length of time to complete): 3 weeks
National Benchmark being addressed(*Please Identify by topic using the atlas posted on the National Science Digital Library.
*Use a Roman Numeral to identify each benchmark) / State Standards-
By Benchmark, correlate with state standards located on the PDE SAS website. Please include which National Benchmark that you are correlating with (Indicate with the appropriate roman numeral.) / Skills/Competencies
-Please identify using the appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard / Assessment (common or individual; formative or summative)
-Please identify using the Appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard
I. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it.
II. Mathematics provides a precise language to describe objects and events and the relationships among them. In addition, mathematics provides tools for solving problems, analyzing data, and making logical arguments.
III. In most familiar situations, frictional forces complicate the description of motion, although the basic principles still apply. / 3.2.10.B1
3.2.12.B16
3.4.12.C
3.7.12.D / 1a) draw a force diagram for object experiencing drag force
2a) compose net force equation for object experiencing drag force
2b, 3a) use calculus to solve for velocity as a function of time for object experiencing drag force
3a) compare different models of drag and how they affect the motion of an object / Lab
Student led problems
Teacher led example problems
Tests
CURRICULUM MAP
Course/ Subject: Unit Vectors and Projectile Motion Grade: 12 Teacher: Human
Month(or length of time to complete): 4 weeks
National Benchmark being addressed(*Please Identify by topic using the atlas posted on the National Science Digital Library.
*Use a Roman Numeral to identify each benchmark) / State Standards-
By Benchmark, correlate with state standards located on the PDE SAS website. Please include which National Benchmark that you are correlating with (Indicate with the appropriate roman numeral.) / Skills/Competencies
-Please identify using the appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard / Assessment (common or individual; formative or summative)
-Please identify using the Appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard
I. Mathematics provides a precise language to describe objects and events and the relationships among them. In addition, mathematics provides tools for solving problems, analyzing data, and making logical arguments.
II. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it. / 3.4.12.C / 1a) define dot product and calculate examples
1b) apply unit vector notation to acceleration, velocity, and position problems
2a) recall algebra based and calculus based projectile motion problems and rules / Lab
Student led problems
Teacher led example problems
Tests
CURRICULUM MAP
Course/ Subject: Work and Springs using Unit Vectors Grade: 12 Teacher: Human
Month(or length of time to complete): 3 weeks
National Benchmark being addressed(*Please Identify by topic using the atlas posted on the National Science Digital Library.
*Use a Roman Numeral to identify each benchmark) / State Standards-
By Benchmark, correlate with state standards located on the PDE SAS website. Please include which National Benchmark that you are correlating with (Indicate with the appropriate roman numeral.) / Skills/Competencies
-Please identify using the appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard / Assessment (common or individual; formative or summative)
-Please identify using the Appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard
I. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it.
II. Mathematics provides a precise language to describe objects and events and the relationships among them. In addition, mathematics provides tools for solving problems, analyzing data, and making logical arguments. / 3.4.12.C / 1a) Recall Hooke’s Law and apply on basic spring problem
1b) Compare/Contrast Work done by constant vs varying force
2a) Apply calculus to solve Work problems
2b) Graphically show integral use on Work (spring) problem / Lab
Student led problems
Teacher led example problems
Tests
CURRICULUM MAP
Course/ Subject: Electric Flux and Gauss’ Law Grade: 12 Teacher: Human
Month(or length of time to complete): 4 weeks
National Benchmark being addressed(*Please Identify by topic using the atlas posted on the National Science Digital Library.
*Use a Roman Numeral to identify each benchmark) / State Standards-
By Benchmark, correlate with state standards located on the PDE SAS website. Please include which National Benchmark that you are correlating with (Indicate with the appropriate roman numeral.) / Skills/Competencies
-Please identify using the appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard / Assessment (common or individual; formative or summative)
-Please identify using the Appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard
I. Without touching them, an object that has been electrically charged pulls on all other uncharged objects and may either push or pull other charged objects.
II. Electric forces acting within and between atoms are vastly stronger than the gravitational forces acting between the atoms. At larger scales, gravitational forces accumulate to produce a large and noticeable effect, whereas electric forces tend to cancel each other out.
III. Technology usually affects society more directly than science does because technology solves practical problems and serves human needs (and also creates new problems and needs). / 3.2.12.B4
3.2.12.B7 / 1a) Draw electric field lines given charges
2a) Recall Coulomb’s Law and Electric Field from Physics I
2b) Calculate Electric Force and Electric Field given charge and distance
2c) Given a drawing or picture of an object in an electric field, discuss and calculate the electric flux
2d) define and apply Gauss’s Law and the use of calculus within the law
2e) use calculus to determine the electric field for irregularly uniformly charged objects
3a) explain the uses of understanding electric fields in modern technology today / Lab
Student led problems
Teacher led example problems
Quest Computer Analysis
Tests
CURRICULUM MAP
Course/ Subject: Modern Particle Physics Grade: 12 Teacher: Human
Month(or length of time to complete): 4 weeks
National Benchmark being addressed(*Please Identify by topic using the atlas posted on the National Science Digital Library.
*Use a Roman Numeral to identify each benchmark) / State Standards-
By Benchmark, correlate with state standards located on the PDE SAS website. Please include which National Benchmark that you are correlating with (Indicate with the appropriate roman numeral.) / Skills/Competencies
-Please identify using the appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard / Assessment (common or individual; formative or summative)
-Please identify using the Appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard
I. Scientists continue to investigate atoms and have discovered even smaller constituents of which electrons, neutrons, and protons are made.
II. Gravitational force is an attraction between masses. The strength of the force is proportional to the masses and weakens rapidly with increasing distance between them.
III. From time to time, major shifts occur in the scientific view of how the world works. More often, however, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. Change and continuity are persistent features of science.
IV. In science, the testing, revising, and occasional discarding of theories, new and old, never ends. This ongoing process leads to a better understanding of how things work in the world but not to absolute truth.
V. Investigations are conducted for different reasons, including to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories.
VI. Scientists often cannot bring definitive answers to matters of public debate. There may be little reliable data available, or there may not yet be adequate theories to understand the phenomena involved, or the answer may involve the comparison of values that lie outside of science.
VII. The nuclear forces that hold the protons and neutrons in the nucleus of an atom together are much stronger than the electric forces between the protons and electrons of the atom. That is why much greater amounts of energy are released from nuclear reactions than from chemical reactions. / 3.1.12.B
3.4.12.A3
3.4.12.D / 1a) generate list of subatomic particles and classify them according to groupings
1b) differentiate between subatomic particles
2a, 7a) compare/contrast fundamental forces (strength, acting distance, carrier particles)
3a, 4a) explain changing standard model and search for unifying force
5a) explain uses of and need for particle accelerators in modern particle physics research
6a) discuss the problems of subatomic particle research and modern particle theory / Lab
Student led problems
Teacher led example problems
Tests
CURRICULUM MAP
Course/ Subject: Special Relativity Grade: 12 Teacher: Human
Month(or length of time to complete): 5 weeks
National Benchmark being addressed(*Please Identify by topic using the atlas posted on the National Science Digital Library.
*Use a Roman Numeral to identify each benchmark) / State Standards-
By Benchmark, correlate with state standards located on the PDE SAS website. Please include which National Benchmark that you are correlating with (Indicate with the appropriate roman numeral.) / Skills/Competencies
-Please identify using the appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard / Assessment (common or individual; formative or summative)
-Please identify using the Appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/State Standard