CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM 7 through 12 Curriculum Index...universal forces, power, electricity, nuclear structure and decay and waves (including light and

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

Revision Date: 06/30/16

Submitted by: Robert Weldon

Physics Honors

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Table of Contents

Topic Page

Course Overview

Curriculum Resources

Standards Overview

Next Generation Science Standards

21st Century Skills and Themes

Common Core English Language Arts Standards for Science and Technical Subjects:

Grades 11-12

Common Core Mathematics Standards

Scope and Sequence

Next Generation Science Standards:

Student Learning Objectives, Activities, and Resources

Motion & Stability: Forces and Interactions

Earth’s Systems

Engineering Design

3

4

6

7

10

11

15

22

41

47

49

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COURSE OVERVIEW

Honors Physics (Lab) 6 credits – Grades: 11-12

Prerequisite or Concurrently: Biology, Chemistry, Algebra I & II, Geometry, Pre-Calculus (Or per recommendation by guidance, previous science teachers and the Science Supervisor)

5 class periods & 1 lab period/week

In this lab-based/inquiry Honors Physics course students will actively engage in scientific, mathematical and engineering practices and apply crosscutting concepts to deepen their

understanding of the core ideas. These learning experiences will engage them with fundamental questions about the world and with how scientists have investigated and found answers to

those questions. Students will carry out scientific investigations and engineering design projects related to the disciplinary core ideas in the physical sciences.

Physics investigates patterns, processes and relationships of all forms of energy and their effect on matter. The core concepts deal with the topics of kinetic and dynamic motion,

universal forces, power, electricity, nuclear structure and decay and waves (including light and sound). All topics that make up today’s world news headlines. Physics is the science upon

which engineering is built. The modern world would not exists without the advancement in our understanding of Physics. It is the fundamental science for all other sciences and the

cornerstone upon which modern engineering is built.

Since Honors Physics is designed for students who may go into the Science, Medicine, Physical/other Therapy fields or the Engineering area. Emphasis in this course is

placed on using mathematics to design scientific models in order to make reliable predictions when applied by knowledgeable scientist.

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Curriculum Resources

Books

Physics Principals and Problems

Zitzewitz, 2013, Glencoe, New York

(Text and supplemental material)

Physics Principals and Problems

Zitzewitz, 2005, Glencoe, New York

(Text and supplemental material)

Websites

A-Plus Physics; http://www.aplusphysics.com/

PHET; http://phet.colorado.edu/

Physics Classroom; www.Physicsclassroom.com

Student Science; http://sciencenewsforstudents.org

Concord Consortium; http://concord.org/ngss/

Defined STEM; http://www.definedstem.com/

Jefferson Labs; http://education.jlab.org/indexpages/teachers.html

National Center for Case Study Teaching in Science; http://sciencecases.lib.buffalo.edu/cs/

Next Generation Science Standards (NGSS); http://www.nextgenscience.org/next-generation-science-standards

Next Generation Science Standards Evidence Statements; http://www.nextgenscience.org/sites/ngss/files/HSLS1EvidenceStatements060215.pdf

NJ Department of Education Model Curriculum for Physics; http://www.state.nj.us/education/modelcurriculum/sci/physics.shtml

http://www.aplusphysics.com/

http://phet.colorado.edu/

http://www.physicsclassroom.com/

http://sciencenewsforstudents.org/

http://concord.org/ngss/

http://www.definedstem.com/

http://education.jlab.org/indexpages/teachers.html

http://sciencecases.lib.buffalo.edu/cs/

http://www.nextgenscience.org/next-generation-science-standards

http://www.nextgenscience.org/sites/ngss/files/HSLS1EvidenceStatements060215.pdf

http://www.state.nj.us/education/modelcurriculum/sci/physics.shtml

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The NSTA Quick-Reference Guide to the NGSS, High School; Willard, Ted; 2015 Open Ed; https://www.opened.com/

Software Programs

o Yenka

o Croc Physics and Chemistry

o Microsoft Office 2013

o Vernier

https://www.opened.com/

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New Jersey Core Curriculum Standards:

1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.

2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.

2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle.

2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these

concepts to support a healthy, active lifestyle.

6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the

environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as

productive citizens in local, national, and global communities.

6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures,

and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible

world citizens in the 21st century.

6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding

by working collaboratively to address challenges that are inherent in living in an interconnected world.

7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and

written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they

will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and

collaboratively and to create and communicate knowledge.

9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both

global citizens and workers in diverse ethnic and organizational cultures.

9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order

to navigate the globally competitive work environment of the information age.

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Next Generation Science Standards

The Next Generation Science Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American

students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

The Burlington City High School Science Department has adopted and implemented the Next Generation Science Standards as the cornerstone of the curriculum. Areas of study within the

Science Department are designed to be rigorous, college-preparatory courses in which students will be exposed to a variety of nonfiction texts, science processing, laboratory skills along

with communication and presentation skills.

HS-PS2 Motion and Stability: Forces and Interactions

HS-PS2-

1.

Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass,

and its acceleration.

HS-PS2-

2.

Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

HS-PS2-

3.

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

http://www.nextgenscience.org/

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HS-PS2-

4.

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between

objects.

HS-PS2-

5.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric

current.

HS-PS2-

6.

HS-PS3 Energy

Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and

energy flows in and out of the system are known.

HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of

particles (objects) and energy associated with the relative positions of particles (objects).

HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

HS-PS3-5.

HS-PS4 Waves and

Electromagnetic

Radiation

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the

objects due to the interaction.

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.

HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that

for some situations one model is more useful than the other.

http://www.nextgenscience.org/dci-arrangement/hs-ps3-energy

http://www.nextgenscience.org/topic-arrangement/hswaves-and-electromagnetic-radiation



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HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by

matter.

HS-PS4-5.

Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and

capture information and energy.

HS-ETS1 Engineering Design

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety,

reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions

within and between systems relevant to the problem.

HS-ESS Earth's Systems

HS-ESS2-1 Analyze a major global challenge to specify qualitative and quantitative criteria and

constraints for solutions that account for societal needs and wants.

HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects

in the solar system.

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Integration of 21st century themes and skills in this curriculum include:

Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and global awareness.

Learning incorporates skills focusing on financial, economic, business, and entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that student can better understand the rights and obligations of citizenship.

Learning advocates for health literacy as a critical component of a healthy lifestyle and the ability to make good health-related decisions.

Students explore areas that support environmental literacy, including society’s impact on the environment and what can be done to support environmental solutions.

Lessons, activities, and assessments require creativity and innovation on the part of the students. They are required to create projects and products as examples of mastery

in each unit.

Critical thinking and problem solving skills are a core component of learning and assessment throughout this curriculum. Students are required, in each unit, to advance

their learning through all levels of Bloom’s Taxonomy to address the evaluation, synthesis, and creation of products using learning at the highest levels. Problem-solving

is a recurring theme in the curriculum as students must seek ways to creatively apply the concepts to solve problems rather than simply remember the material.

Communication and collaboration is crucial for student success as learners. Throughout this curriculum, students must be able to communicate deep understanding

through open ended responses (both orally and in writing). In addition, students are often required to work collaboratively with their peers, which promotes the ability to

succeed in the area of social cooperative work, increases communication skills, and promotes leadership and responsibility.

Students must be information literate, i.e. they must be able to find and use information effectively, in order to succeed in class as learning activities require independent

research of relevant information outside of the provided textbook and/or resources.

Learning and assessment activities support the push to make students media literate, as they are often required to analyze, evaluate, and create messages in a wide variety

of media modes, genres, and formats.

In order to succeed in this course, students must be able to use technology as a tool in order to research, organize, evaluate, and communicate information.

Activities in the curriculum help develop life and career skills in all students by promoting flexibility and adaptability, requiring initiative and self-direction in the learning

process, supporting social and cross-cultural skills in both content and teamwork efforts, and measuring productivity and accountability through independent and group

assignment completion.

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English Language Arts Standards » Science & Technical Subjects » Grade 11-12

Key Ideas and Details:

CCSS.ELA-Literacy.RST.11-12.1

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the

account.


Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still

accurate terms.


Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on

explanations in the text.

Craft and Structure:


Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades

11-12 texts and topics.


Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.


Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integration of Knowledge and Ideas:


Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or

solve a problem.


Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with

other sources of information.

http://www.corestandards.org/ELA-Literacy/RST/11-12/1/








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Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving

conflicting information when possible.

Range of Reading and Level of Text Complexity:


By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

Common Core English Language Arts Standards » Writing » Grade 11-12

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the

latter providing additional specificity.

Text Types and Purposes:

CCSS.ELA-Literacy.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.11-12.1.a

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.11-12.1.b

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience's knowledge level, concerns, values, and possible biases.

CCSS.ELA-Literacy.W.11-12.1.c

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.W.11-12.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.11-12.1.e

Provide a concluding statement or section that follows from and supports the argument presented.


Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and

analysis of content.



http://www.corestandards.org/ELA-Literacy/W/11-12/1/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/a/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/b/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/c/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/d/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/e/


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Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience's knowledge of the topic.


Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.


Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.


Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.11-12.2.f

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the

topic).


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events.


Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.


Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution).


Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.


Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing:


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing

types are defined in standards 1-3 above.)






http://www.corestandards.org/ELA-Literacy/W/11-12/2/f/








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Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific

purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)


Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or

information.

Research to Build and Present Knowledge:


Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when

appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in

terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source

and following a standard format for citation.


Draw evidence from literary or informational texts to support analysis, reflection, and research.


Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American

literature, including how two or more texts from the same period treat similar themes or topics").


Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional

principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public

advocacy [e.g., The Federalist, presidential addresses]").

Range of Writing:


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,

and audiences.


http://www.corestandards.org/ELA-Literacy/L/11-12/








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Common Core Standards for Mathematics for High School

CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. (HS-PS1-5), (HS-PS1-7)

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving

quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of

their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents

for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning

of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

. CCSS.Math.Practice.MP4 Model with mathematics. (HS-PS1-4), (HS-PS1-8)

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as

simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the

community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically

proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need

revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and

formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on

whether the results make sense, possibly improving the model if it has not served its purpose.

High School: Number and Quantity » Quantities*

Reason quantitatively and use units to solve problems.

CCSS.Math.Content.HSN.Q.A.1

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale

and the origin in graphs and data displays.


Define appropriate quantities for the purpose of descriptive modeling.

http://www.corestandards.org/Math/Practice/MP2/

http://www.corestandards.org/Math/Practice/MP4/

http://www.corestandards.org/Math/Content/HSN/Q/A/1/


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Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

High School: Number and Quantity » The Complex Number System

Perform arithmetic operations with complex numbers.

CCSS.Math.Content.HSN.CN.A.1

Know there is a complex number i such that i2 = -1, and every complex number has the form a + bi with a and b real.


Use the relation i2 = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.


(+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.

Represent complex numbers and their operations on the complex plane.

CCSS.Math.Content.HSN.CN.B.4

(+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar

forms of a given complex number represent the same number.


(+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for

computation. For example, (-1 + √3 i)3 = 8 because (-1 + √3 i) has modulus 2 and argument 120°.


(+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its

endpoints.

Use complex numbers in polynomial identities and equations.

CCSS.Math.Content.HSN.CN.C.7

Solve quadratic equations with real coefficients that have complex solutions.


(+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x - 2i).


(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.


http://www.corestandards.org/Math/Content/HSN/CN/A/1/



http://www.corestandards.org/Math/Content/HSN/CN/B/4/



http://www.corestandards.org/Math/Content/HSN/CN/C/7/



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High School: Algebra » Seeing Structure in Expressions

Interpret the structure of expressions.

CCSS.Math.Content.HSA.SSE.A.1

Interpret expressions that represent a quantity in terms of its context.*

CCSS.Math.Content.HSA.SSE.A.1.a

Interpret parts of an expression, such as terms, factors, and coefficients.

CCSS.Math.Content.HSA.SSE.A.1.b

Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on

P.


Use the structure of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2

- y2)(x2 + y2).

Write expressions in equivalent forms to solve problems.

CCSS.Math.Content.HSA.SSE.B.3

Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.*

CCSS.Math.Content.HSA.SSE.B.3.a

Factor a quadratic expression to reveal the zeros of the function it defines.

CCSS.Math.Content.HSA.SSE.B.3.b

Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

CCSS.Math.Content.HSA.SSE.B.3.c

Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the

approximate equivalent monthly interest rate if the annual rate is 15%.


Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage

payments.

High School: Functions » Interpreting Functions

Understand the concept of a function and use function notation.

CCSS.Math.Content.HSF.IF.A.1

Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a

function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

http://www.corestandards.org/Math/Content/HSA/SSE/A/1/

http://www.corestandards.org/Math/Content/HSA/SSE/A/1/a/

http://www.corestandards.org/Math/Content/HSA/SSE/A/1/b/


http://www.corestandards.org/Math/Content/HSA/SSE/B/3/

http://www.corestandards.org/Math/Content/HSA/SSE/B/3/a/

http://www.corestandards.org/Math/Content/HSA/SSE/B/3/b/

http://www.corestandards.org/Math/Content/HSA/SSE/B/3/c/


http://www.corestandards.org/Math/Content/HSF/IF/A/1/

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Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.


Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively

by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.

Interpret functions that arise in applications in terms of the context.

CCSS.Math.Content.HSF.IF.B.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features

given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative

maximums and minimums; symmetries; end behavior; and periodicity.*


Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-

hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*


Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.*

Analyze functions using different representations.

CCSS.Math.Content.HSF.IF.C.7

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*

CCSS.Math.Content.HSF.IF.C.7.a

Graph linear and quadratic functions and show intercepts, maxima, and minima.

CCSS.Math.Content.HSF.IF.C.7.b

Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

CCSS.Math.Content.HSF.IF.C.7.c

Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

CCSS.Math.Content.HSF.IF.C.7.d

(+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

CCSS.Math.Content.HSF.IF.C.7.e

Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.


Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.



http://www.corestandards.org/Math/Content/HSF/IF/B/4/



http://www.corestandards.org/Math/Content/HSF/IF/C/7/

http://www.corestandards.org/Math/Content/HSF/IF/C/7/a/

http://www.corestandards.org/Math/Content/HSF/IF/C/7/b/

http://www.corestandards.org/Math/Content/HSF/IF/C/7/c/

http://www.corestandards.org/Math/Content/HSF/IF/C/7/d/

http://www.corestandards.org/Math/Content/HSF/IF/C/7/e/


Page 19 of 51

CCSS.Math.Content.HSF.IF.C.8.a

Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a

context.

CCSS.Math.Content.HSF.IF.C.8.b

Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)ᵗ, y = (0.97)ᵗ, y

= (1.01)12ᵗ, y = (1.2)ᵗ/10, and classify them as representing exponential growth or decay.


Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a

graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

High School: Functions » Building Functions

Build a function that models a relationship between two quantities.

CCSS.Math.Content.HSF.BF.A.1

Write a function that describes a relationship between two quantities.*

CCSS.Math.Content.HSF.BF.A.1.a

Determine an explicit expression, a recursive process, or steps for calculation from a context.

CCSS.Math.Content.HSF.BF.A.1.b

Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a

decaying exponential, and relate these functions to the model.

CCSS.Math.Content.HSF.BF.A.1.c

(+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time,

then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

CCSS.Math.Content.HSF.BF.A.2

Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.*

Build new functions from existing functions.

CCSS.Math.Content.HSF.BF.B.3

Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs.

Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic

expressions for them.


Find inverse functions.

http://www.corestandards.org/Math/Content/HSF/IF/C/8/a/

http://www.corestandards.org/Math/Content/HSF/IF/C/8/b/


http://www.corestandards.org/Math/Content/HSF/BF/A/1/

http://www.corestandards.org/Math/Content/HSF/BF/A/1/a/

http://www.corestandards.org/Math/Content/HSF/BF/A/1/b/

http://www.corestandards.org/Math/Content/HSF/BF/A/1/c/

http://www.corestandards.org/Math/Content/HSF/BF/A/2/

http://www.corestandards.org/Math/Content/HSF/BF/B/3/


Page 20 of 51

CCSS.Math.Content.HSF.BF.B.4.a

Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x-1) for x ≠

1.

CCSS.Math.Content.HSF.BF.B.4.b

(+) Verify by composition that one function is the inverse of another.

CCSS.Math.Content.HSF.BF.B.4.c

(+) Read values of an inverse function from a graph or a table, given that the function has an inverse.

CCSS.Math.Content.HSF.BF.B.4.d

(+) Produce an invertible function from a non-invertible function by restricting the domain.


(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

High School: Algebra » Seeing Structure in Expressions

Interpret the structure of expressions. CCSS.Math.Content.HSA.SSE.A.1

Interpret expressions that represent a quantity in terms of its context.*

CCSS.Math.Content.HSA.SSE.A.1.a

Interpret parts of an expression, such as terms, factors, and coefficients.

CCSS.Math.Content.HSA.SSE.A.1.b

Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.


Use the structure of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 -

y2)(x2 + y2).

Write expressions in equivalent forms to solve problems. CCSS.Math.Content.HSA.SSE.B.3

Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.*

CCSS.Math.Content.HSA.SSE.B.3.a

Factor a quadratic expression to reveal the zeros of the function it defines.

CCSS.Math.Content.HSA.SSE.B.3.b

Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

http://www.corestandards.org/Math/Content/HSF/BF/B/4/a/

http://www.corestandards.org/Math/Content/HSF/BF/B/4/b/

http://www.corestandards.org/Math/Content/HSF/BF/B/4/c/

http://www.corestandards.org/Math/Content/HSF/BF/B/4/d/



http://www.corestandards.org/Math/Content/HSA/SSE/A/1/a/

http://www.corestandards.org/Math/Content/HSA/SSE/A/1/b/



http://www.corestandards.org/Math/Content/HSA/SSE/B/3/a/

http://www.corestandards.org/Math/Content/HSA/SSE/B/3/b/

Page 21 of 51

CCSS.Math.Content.HSA.SSE.B.3.c

Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the

approximate equivalent monthly interest rate if the annual rate is 15%.


Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.*

High School: Algebra » Creating Equations

Create equations that describe numbers or relationships. CCSS.Math.Content.HSA.CED.A.1

Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and

exponential functions.

CCSS.Math.Content.HSA.CED.A.2

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.


Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For

example, represent inequalities describing nutritional and cost constraints on combinations of different foods.


Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R.

http://www.corestandards.org/Math/Content/HSA/SSE/B/3/c/


http://www.corestandards.org/Math/Content/HSA/CED/A/1/




Page 22 of 51

Scope and Sequence

Unit Description Standards Pacing

Benchmarking Interdisciplinary Activities

Unit 1: Forces and Motion

Mathematically review/define in one dimension the

concepts of displacement, velocity and acceleration

within the limitations of scientific measurement and

the S.I.

Given a graph of position or velocity as a function

of time, recognize in what time intervals the

position, velocity and acceleration of an object are

positive, negative, or zero and sketch a graph of

each quantity as a function of time.

Represent forces in diagrams or mathematically

using appropriately labeled vectors with magnitude,

direction, and units during the analysis of a

situation. (PS2.A)

Understand and apply the relationship between the

net force exerted on an object, its inertial mass, and

its acceleration to a variety of situations. (PS2.A)

Analyze data to support the claim that Newton’s

second law of motion describes the mathematical

relationship among the net force on a macroscopic

object, its mass, and its acceleration. (HS-PS2-1)

Use mathematical representations to support the

claim that the total momentum of a system of

objects is conserved when there is no net force on

the system(HS-PS2-2)

Apply scientific and engineering ideas to design,

evaluate, and refine a device that minimizes the

force on a macroscopic object during a collision.

(HS-PS2-3)

Design a solution to a complex real-world problem

by breaking it down into smaller, more manageable

problems that can be solved through engineering.

(HS-ETS1-2)

Evaluate a solution to a complex real-world

problem based on prioritized criteria and tradeoffs

NGSS:

Performance Expectations:

HS-PS2-1, HS-PS2-2, HS-PS2-3, HS-

ETS1-2, and HS-ETS1-3.

Disciplinary Core Ideas:

PS2.A

Science and Engineering Practices: 2, 3 & 6

Crosscutting Concepts:

Students are expected to demonstrate

proficiency in planning and conducting

investigations, analyzing data and using

math to support claims, and applying

scientific ideas to solve design

problems and to use these practices to

demonstrate understanding of the core

ideas.

NJCCCS:

1.1.8.D.1

2.1.8.D.1

2.1.8.D.2

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

9.1.8.F.2

Common Core State Standards

Connections:

25days

Sept. into

October

Diagnostic: Unit Pre-Test

Class Pre-Unit Questions

Exploratory Experiment

Formative:

Analyze data using tools,

technologies, and/or models to

support the mathematical and

conceptual views of one dimensional

displacement, velocity and

acceleration.

Analyze data using tools,

technologies, and/or models to

support the claim that Newton's

second law of motion describes the

mathematical relationship among the

net force on a macroscopic object, its

mass, and its acceleration.

Analyze data using one-dimensional

motion at nonrelativistic speeds to

support the claim that Newton's

second law of motion describes the

mathematical relationship among the

net force on a macroscopic object, its

mass, and its acceleration.

• Use mathematical representations to

support the claim that the total

momentum of a system of objects is

conserved when there is no net

force on the system.

• Use mathematical representations

of the quantitative conservation of

momentum and the qualitative

Career Education

Explore the career choices associated

with Mechanics.

Health/PE

Discuss the impact of not following

lab safety protocols on health, safety

and experimental validity.

English Language Arts & Literacy

After reading an excerpt from one of

the assigned on-line Physics reviews,

write a short essay comparing/

contrasting velocity and acceleration.

Give both clear descriptions and

examples.

Math

Using collected data create and

analyze various graphs within

measurement limitations. Interpret

patterns found in data and compare

and contrast data of time,

displacement, velocity, acceleration,

force and momentum labs.

History/Social Studies

Research the impact of Newtonian

Physics up to momentum on today’s

society.

Technical Subjects

Utilize spreadsheets and graphing

software programs to examine the

data collected from lab investigations

both simulated and real world.

World Languages

Evaluate the use of Latin and Greek

prefixes, suffixes and roots to

decipher challenging scientific terms.

http://www.nap.edu/openbook.php?record_id=13165&page=114

http://www.nap.edu/openbook.php?record_id=13165&page=114

http://www.nextgenscience.org/sites/ngss/files/HS-PS2-2_Evidence%20Statements%20Jan%202015.pdf

http://www.nextgenscience.org/sites/ngss/files/HS-PS2-3_Evidence%20Statements%20Jan%202015.pdf

http://www.nextgenscience.org/sites/ngss/files/HS-ETS1-2_Evidence%20Statements%20Jan%202015.pdf

Page 23 of 51

that account for a range of constraints, including

cost, safety, reliability, and aesthetics, as well as

possible social, cultural, and environmental impacts.

(HS-ETS1-3)

Essential Questions:

How do they know how long the yellow light

should be on before it turns red?

How can a piece of space debris the size of a pencil

eraser destroy the International Space Station?

Red light cameras were placed in intersections to

reduce the number of collisions caused by cars

running red lights. Many people thought that they

were unfair and demanded that they be removed. As

an expert on the physics of moving bodies, you are

challenged to engineer traffic signals to proactively

reduce the number of people entering an

intersection after the light turns red. The cost of the

redesign must not exceed 10% of the current cost of

current traffic signals or the energy needed to

operate them.

Enduring Understandings:

Theories and laws provide explanations in science.

Laws are statements or descriptions of the

relationships among observable phenomena.

Empirical evidence is required to differentiate

between cause and correlation and to make claims

about specific causes and effects.

Newton’s second law accurately predicts changes in

the motion of macroscopic objects.

• Momentum is defined for a particular frame of

reference; it is the mass times the velocity of the

object.

• If a system interacts with objects outside itself, the

total momentum of the system can change;

however, any such change is balanced by changes

in the momentum of objects outside the system.

When investigating or describing a system, the

boundaries and initial conditions of the system need

to be defined.

ELA/Literacy

N/A

Mathematics

MP.2 & 4

HSN.Q.A.1-3

HSA.SSE.A.1

HSA.SSE.B.3

meaning of this principle in systems

of two macroscopic bodies moving

in one dimension.

Describe the boundaries and initial

conditions of a system of two

macroscopic bodies moving in one

dimension.

• Apply scientific and engineering

ideas to design, evaluate, and refine

a device that minimizes the force on

a macroscopic object during a

collision.

• Apply scientific ideas to solve a

design problem for a device that

minimizes the force on a

macroscopic object during a

collision, taking into account

possible unanticipated effects.

• Use qualitative evaluations and /or

algebraic manipulations to design

and refine a device that minimizes

the force on a macroscopic object

during a collision.

Summative: Use team review to solve problems

and concept questions on one

dimensional motion.

Unit Tests

One dimensional motion labs

Math-Based Performance Task

Visual & Performing Arts

Create a graphic organizer featuring

the relationships between time,

displacement, velocity, acceleration,

force and momentum.

http://www.nextgenscience.org/sites/ngss/files/HS-ETS1-3_Evidence%20Statements%20Jan%202015.pdf

http://www.corestandards.org/Math/Content/HSA/SSE

Page 24 of 51

• If a system interacts with objects outside itself,

the total momentum of the system can change;

however, any such change is balanced by changes

in the momentum of objects outside the system.

• Criteria and constraints also include satisfying any

requirements set by society, such as taking issues

of risk mitigation into account, and the criteria

and constraints should be quantified to the extent

possible and stated in such a way that one can

determine whether a given design meets them.

• Criteria may need to be broken down into simpler

ones that can be approached systematically, and

decisions about the priority of certain criteria over

others (trade-offs) may be needed.

• When evaluating solutions, it is important to take

into account a range of constraints— including

cost, safety, reliability, and aesthetics—and to

consider social, cultural, and environmental

impacts.

• New technologies can have deep impacts on

society and the environment, including some that

were not anticipated. Analysis of costs and

benefits is a critical aspect of decisions about

technology.

Systems can be designed to cause a desired effect.



Unit 2: Fundamental Forces

Make predictions about the motion due to

gravity both on the earth and beyond based on

Newton’s Second law and Universal Gravity.

Make predictions about the sign and relative

quantity of net charge of objects or systems after

various charging processes.

Construct an explanation of a model of electric

charge, and make a qualitative prediction about

the distribution of positive and negative electric

NGSS


HS-PS2-4. Disciplinary Core Ideas:

PS2.B






20 days

October –

November

Diagnostic:

Unit Pre-Test



Formative:

Response Questions imbedded in

presentations

Use mathematical representations of

phenomena to describe or explain how

gravitational force is proportional to

Career Education

Research the job requirements of

electrical engineers and astronomers.

Health/PE

Examine the effect of force fields on

overall human health.


Identify root word origins when

introducing new vocabulary.

Math

Page 25 of 51

charges within neutral systems as they undergo

various processes

Use mathematical representations of Newton’s

Law of Gravitation and Coulomb’s Law to

describe and predict the gravitational and

electrostatic forces between objects.

Essential Question:

Why are people on Earth stuck here while

astronauts appear to be weightless?

How does the weight (force of gravity) of an

astronaut of a specific mass (100 kg including

gear) change at specific distances from Earth as

the shuttle flies toward the moon?

How far away can my finger be from my sister

or brother if I want to zap them with static

electricity?


Newton’s Law of Universal Gravitation

provides the mathematical models to describe

and predict the effects of gravitational forces

between distant objects.

Forces at a distance are explained by fields

(gravitational) permeating space that can

transfer energy through space.

Different patterns may be observed at each of

the scales at which a system is studied and can

provide evidence for causality in explanations of

the gravitational force between objects.

Coulomb’s Law provides the mathematical

models to describe and predict the effects of

electrostatic forces between distant objects.

Forces at a distance are explained by fields

(electric and magnetic) that permeate space and

can transfer energy through space.

Magnets or electric currents cause magnetic

fields; electric charges or changing magnetic

fields cause electric fields.

Different patterns may be observed at each of


scientific ideas to solve design problems

and to use these practices to


ideas.

NJCCCS:

1.1.8.D.1

2.1.8.D.1

2.1.8.D.2

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

9.1.8.F.2


Connections: ELA/Literacy

RST.11-12.1

WHST.9-12.2

WHST.9-12.5

WHST.9-12. 9

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1-3

mass and inversely proportional to

distance squared.

Demonstrate how Newton’s Law of

Universal Gravitation provides

explanations for observed scientific

phenomena.

Observe patterns at different scales to

provide evidence for gravitational

forces between two objects in a system

with two objects.



electrostatic force is proportional to

charge and inversely proportional to

distance squared.


Coulomb’s Law to predict the

electrostatic forces between two

objects in systems with two objects.


provide evidence for electrostatic

forces between two objects in systems

with two objects.

Summative:


presentations

Use team review to solve problems and

concept questions on application of

Newton’s Law of Universal Gravity

and Coulomb’s Law

Unit Tests

Effect of Applied Force labs


Collect and graph data to monitor the

change in motion due to field strength.

Create a graph illustrating data and

analyze trends. Extrapolate data to

predict future trends within the

limitations of the scientific

measurements.


Discuss the significance of Newton’s

role in shaping technology

Technical Subjects

Use computer analysis to graph.

Model and present lab activities.

World Languages

Examine the need for clear language

when communicating scientific

information across various languages.


Create a multicolored field ray

diagram based on the effect of two

colliding fields observed in lab.

Page 26 of 51

the scales at which a system is studied and can

provide evidence for causality in explanations of

electrostatic attraction and repulsion.



Unit 3: Motion in Two Dimensions

Make predictions about the motion of objects by

vector addition.

Apply the rules of trigonometry to the motion of

objects in 2-dimensions.

Use 2-dimensional calculations to determine the

path of a projectile.

Essential Question:

Why is an objects total motion not always just

the linear sum of the different variables acting

on the object?

What is the advantage of using trigonometry

over draw to scale vector addition?

What vector determines the length of time an

object is in the air?

Do perpendicular vectors effect each other?

How can the final position of a projectile be

predicted?


Scalars lack direction and are one dimensional,

while vectors have both a magnitude and a

direction.

Vectors are drawn to scale and added head to

tail.

Vectors can be dived into right triangles and

added with the rules of trigonometry.

Projectile motion is based on gravity and initial

vectors.

NGSS


HS-PS2-4.


PS2.B

Science and Engineering Practices: 2, 3 &

6






scientific ideas to solve design problems

and to use these practices to


ideas.

NJCCCS:

1.1.8.D.1

2.1.8.D.1

2.1.8.D.2

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

9.1.8.F.2


Connections:

ELA/Literacy

RST.11-12.1

10 days

November-

December

Diagnostic:

Unit Pre-Test



Formative:


presentations



an object moves in two dimensions.

Demonstrate how Newton’s Law of

Universal gravity effects an objects

trajectory.


provide evidence of vector addition.


phenomena to show the laws of

trigonometry.

Observe patterns of different

projectiles to predict the effect of

gravity.

Summative:


presentations

Use team review to solve problems and

concept questions in two dimensional

Career Education


Ballistic Engineers

Health/PE

Examine the effect of parabolic

motion on overall human health.


Summarize how projectile motion is

applied in real-world scenarios, such

as baseball or military weapons.

Math



Create a graph illustrating data and

analyze trends. Extrapolate data to

predict future trends within the

limitations of the scientific

measurements.


Discuss the economic impact of the

discovery of each major force field

and its impact on world economy and

human development.

Technical Subjects

Use math software/tools to geometric

symbols for depicting vectors.

Use computer analysis to graph.

Model and present lab activities.

World Languages

Discuss the role of early Egyptian

mathematics in trigonometry.

Page 27 of 51

WHST.9-12.2

WHST.9-12.5

WHST.9-12. 9

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1-3

motion.

Unit Tests

Projectile motion labs



Create a multicolored field vector

diagram based on the effect of two

vectors on a projectile.



Unit 4: Kepler’s Laws

Use mathematical or computational

representations to predict the motion of orbiting

objects in the solar system


How was it possible for NASA to intentionally

fly into Comet Tempel 1?


Kepler’s laws describe common features of the

motions of orbiting objects, including their

elliptical paths around the sun. Orbits may

change due to the gravitational effects from, or

collisions with, other objects in the solar system.

Algebraic thinking is used to examine scientific

data and predict the effect of a change in one

variable on another. (e.g., linear growth vs.

exponential growth).

NGSS Performance Expectations:

HS-ESS1-4.


PS2.A



The crosscutting concepts of scale,

proportion, and quantity are called out

as organizing concepts for these

disciplinary core ideas

NJCCCS:

1.1.8.D.1

2.1.8.D.1

2.1.8.D.2

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

9.1.8.F.2



N/A

Mathematics

15 days

December




Formative:


presentations

Use mathematical or

computational representations to

predict the motion of orbiting

objects in the solar system.

Use mathematical and

computational representations of

Newtonian gravitational laws

governing orbital motion that

apply to moons and human-made

satellites.

Summative: Use team review to solve

problems and concept questions

on application of Kepler’s Law .

Unit Tests

Effect of gravity on orbits labs


Career Education

Research the job requirements of an

Astronomer.

Health/PE

Examine the effect of Radiation in space.


Use graphic organizers to to describe

Kepler’s Laws



Math



Create a graph illustrating data and analyze

trends. Extrapolate data to predict future

trends within the limitations of the

scientific measurements.



discovery of space travel.

Technical Subjects

Use computer analysis to graph. Model and

present lab activities.

World Languages

Kepler is quoted as saying, “I much prefer

the sharpest criticism of a single intelligent

man to the thoughtless approval of the

masses.” As a native of Germany, how

Page 28 of 51

MP.2

MP.4

HSN.Q.A.1

HSN.Q.A.2

HSN.Q.A.3

HAS-SSE.A.1

HSA-CED.A.2

might that have influenced this thought?


Create a simulation of the orbits of

Jupiter’s moons

Unit Description Standards

Pacing


Unit 5: Energy

Identify and quantify the various types of

energies within a system of objects in a well-

defined state, such as elastic potential energy,

gravitational potential energy, kinetic energy,

and thermal energy and represent how these

energies may change over time..

Develop and use models to illustrate that

energy at the macroscopic scale can be

accounted for as a combination of energy

associated with the motions of particles

(objects) and energy associated with the

relative position of particles (objects).

Create a computational model to calculate the

change in the energy of one component in a

system when the change in energy of the other

component(s) and energy flows in and out of

the system are known.

Design, build, and refine a device that works

within given constraints to convert one form

of energy into another form of energy.

Analyze a major global challenge to specify

qualitative and quantitative criteria and

constraints for solutions that account for

societal needs and wants.

Design a solution to a complex real-world

problem by breaking it down into smaller,

NGSS


HS-PS3-2, HS-PS3-1, HS-PS3-3, HS-

ETS1-1, HS-ETS1-2, HS-ETS1-3,

and HS-ETS1-4


PS3.A & B



The crosscutting concepts of cause and

effect, systems and systems models,

energy and matter, and the influence of

science, engineering, and technology on

society and the natural world are further

developed in the performance

expectations.

NJCCCS:

1.1.8.D.1

2.1.8.D.1

2.1.8.D.2

6.2.8.D.4

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

15 days

January




Formative:

Develop and use models based on

evidence to illustrate that energy

at the macroscopic scale can be

accounted for as a combination of

energy associated with motions of

particles (objects) and energy

associated with the relative

position of particles (objects).

Develop and use models based on

evidence to illustrate that energy

cannot be created or destroyed. It

only moves between one place

and another place, between

objects and/or fields, or between

systems.

Use mathematical expressions to

quantify how the stored energy in

a system depends on its

configuration (e.g., relative

positions of charged particles,

compressions of a spring) and

Career Education


Environmental Engineers.

Health/PE

Examine the effect of alternate energy

sources on health.


Describe the assorted ways the term energy

is used to describe scientific and everyday

characteristics.

Math

Use math to determine fuel efficiency by

exploring how much coal a cell phone uses. Use

video found on

http://www.pbslearningmedia.org/resource/f60a

c994-dc23-4a33-8134-be8c1f23db2e/the-math-

of-energy-how-much-coal-does-your-cell-

phone-use/



discovery of battery power.

Technical Subjects

Use computer simulators to model energy

in different applications.



World Languages

http://www.pbslearningmedia.org/resource/f60ac994-dc23-4a33-8134-be8c1f23db2e/the-math-of-energy-how-much-coal-does-your-cell-phone-use/




Page 29 of 51

more manageable problems that can be solved

through engineering.


problem based on prioritized criteria and

tradeoffs that account for a range of

constraints, including cost, safety, reliability,

and aesthetics, as well as possible social,

cultural, and environmental impacts.

Use a computer simulation to model the

impact of proposed solutions to a complex

real-world problem with numerous criteria

and constraints on interactions within and

between systems relevant to the problem.


How is energy transferred

and conserved?

What is energy?

How can we use mathematics to prove

what happens in an abiotic and biotic

systems?

Superstorm Sandy devastated the New

Jersey Shore and demonstrated to the

public how vulnerable our infrastructure

is. Using your understandings of energy,

design a low technology system that

would insure the availability of energy to

residents if catastrophic damage to the

grid occurs again.

Enduring Understandings

Energy is a quantitative property of a system

that depends on the motion and interactions of

matter and radiation within that system.

• At the macroscopic scale, energy manifests

itself in multiple ways, such as in motion,

sound, light, and thermal energy.

These relationships are better understood at

the microscopic scale, at which all of the

9.1.8.F.2



RST.11-12.1

WHST.9-12.2,.5,.7,.8,.9

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1-3

how kinetic energy depends on

mass and speed.

Use mathematical expressions

and the concept of conservation

of energy to predict and describe

system behavior.

Use basic algebraic expressions or

computations to create a

computational model to calculate

the change in the energy of one

component in a system (limited to

two or three components) when

the change in energy of the other

component(s) and energy flows in

and out of the system are known.

Explain the meaning of

mathematical expressions used to

model the change in the energy of

one component in a system

(limited to two or three

components) when the change in

energy of the other component(s)

and out of the system are known.

Design, build, and refine a device

that works within given

constraints to convert one form of

energy into another form of

energy, based on scientific

knowledge, student-generated

sources of evidence, prioritized

criteria, and tradeoff

considerations.

Analyze a device to convert one

form of energy into another form

of energy by specifying criteria

and constraints for successful

Discuss the basis for this quote - “The

energy of the mind is the essence of life.” –

Aristotle. How does it apply to the study of

energy in physics?


Research and design a home of the future with

alternate energy sources.

Page 30 of 51

different manifestations of energy can be

modeled as a combination of energy

associated with the motion of particles and

energy associated with the configuration

(relative position of the particles).

In some cases, the relative position energy can

be thought of as stored in fields (which

mediate interactions between particles).

Radiation is a phenomenon in which energy

stored in fields moves across spaces.

Energy cannot be created or destroyed. It only

moves between one place and another place,

between objects and/or fields, or between

systems.

That there is a single quantity called energy is

due to the fact that a system’s total energy is

conserved even as, within the system, energy

is continually transferred from one object to

another and between its various possible

forms.

Conservation of energy means that the total

change of energy in any system is always

equal to the total energy transferred into or out

of the system.

Energy cannot be created or destroyed, but it

can be transported from one place to another

and transferred between systems.

The availability of energy limits what can

occur in any system.

Models can be used to predict the behavior of

a system, but these predictions have limited

precision and reliability due to the

assumptions and approximation inherent in

models.

Science assumes that the universe is a vast

single system in which basic laws are

consistent.

At the macroscopic scale, energy manifests

itself in multiple ways, such as in motion,

solutions.

Use mathematical models and/or

computer simulations to predict

the effects of a device that

converts one form of energy into

another form of energy.


problems and concept questions

on application of Energy formulas

and concepts .

Unit Tests


Page 31 of 51

sound, light, and thermal energy.

Although energy cannot be destroyed, it can

be converted to less useful forms—for

example, to thermal energy in the surrounding

environment.

Changes of energy and matter in a system can

be described in terms of energy and matter

flows into, out of, and within that system.

Modern civilization depends on major

technological systems. Engineers continuously

modify these technological systems by

applying scientific knowledge and engineering

design practices to increase benefits while

decreasing costs and risks.

News technologies can have deep impacts on

society and the environment, including some

that were not anticipated.

Analysis of costs and benefits is a critical

aspect of decisions about technology.

Criteria and constraints also include satisfying

any requirements set by society, such as

taking issues of risk mitigation into account,

and they should be quantified to the extent

possible and stated in such a way that one can

tell if a given design meets them.

Humanity faces major global challenges

today, such as the need for supplies of clean

water or for energy sources that minimize

pollution that can be addressed through

engineering. These global challenges also may

have manifestations in local communities.



Unit 6: Wave Properties

Use mathematical representations to support a

claim regarding relationships among the

frequency, wavelength, and speed of waves

NGSS


HS-PS4-1


20 days

February -

March




Career Education

Research the job requirements for

Acoustical Engineers.

Health/PE

Page 32 of 51

traveling in various media.


How are waves used to transfer energy and

send and store information?

Why do physicists make the best surfers?

How do we know what the inside of the Earth

looks like?


The wavelength and frequency of a wave

related to one another by the speed of travel

of the wave, which depends on the type of

wave and the medium through which it is

passing.


between cause and correlation and to make a

claim regarding relationships among the

frequency, wavelength, and speed of waves


PS2.A



The crosscutting concept of cause and

effect is highlighted as an organizing

concept for these disciplinary core ideas.


proficiency in using mathematical

thinking, and to use this practice to


idea.

NJCCCS:

1.1.8.D.1

2.1.8.D.1 & 2

3.2.6

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2



RST.11-12.1

WHST.9-12.7 & 9

WHST.11-12.8

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1 to 3

Formative:

Use mathematical

representations to support a

claim regarding relationships

among the frequency,

wavelength, and speed of waves


Use algebraic relationships to

quantitatively describe

relationships among the

frequency, wavelength, and speed

of waves traveling in various

media.


and concept questions on

application of Energy formulas and

concepts.

Unit Tests



sources on health.


Write a position paper on why physicists

make the best surfers.



Math

Explain the mathematical relationship of

energy and amplitude.



modern electronic music age.

Technical Subjects

Use pHET simulators to analyze wave

activity.



World Languages

Discuss the impact of waves and frequency

in multiple language communication.

Examine the need for clear language when

communicating scientific information

across various languages.


Research and design a visual view of the

wave patterns of different t



Unit 7: Electromagnetic Radiation

Evaluate the claims, evidence, and

reasoning behind the idea that electromagnetic

radiation can be described either by a wave

NGSS


HS-PS4-1

25 days

March-

April




Career Education


Communication Engineers.

Health/PE

Page 33 of 51

model or a particle model, and that for some

situations one model is more useful than the

other.

Evaluate the validity and reliability of claims

in published materials of the effects that

different frequencies of electromagnetic

radiation have when absorbed by matter.

Analyze a major global challenge to specify

qualitative and quantitative criteria and

constraints for solutions that account for

societal needs and wants.



trade-offs that account for a range of


and aesthetics as well as possible social,




trade-offs that account for a range of


and aesthetics as well as possible social,



Why has digital technology replaced analog

technology?

How can electromagnetic radiation be both a

wave and a particle at the same time?

Should we encourage the board of education

to install solar panels?

How does the International Space Station

power all of its equipment?

How do astronauts communicate with

people on the ground?


• Waves can add or cancel one another as they

cross, depending on their relative phase (i.e.,

Disciplinary Core Ideas: PS2.A




effect is highlighted as an organizing

concept for these disciplinary core ideas.


proficiency in using mathematical

thinking, and to use this practice to


idea.

NJCCCS:

1.1.8.D.1

2.1.8.D.1 & 2

3.2.6

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2



RST.11-12.1

WHST.9-12.7 & 9

WHST.11-12.8

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1 to 3

Formative:

• Evaluate the claims, evidence,

and reasoning behind the idea

that electromagnetic radiation

can be described either by a wave

model or a particle model and

that for some situations one

model is more useful than the

other.

• Evaluate experimental evidence

that electromagnetic radiation

can be described either by a wave

model or a particle model and

that for some situations one

model is more useful than the

other.

• Use models (e.g., physical,

mathematical, computer models,

light, optics) to simulate

electromagnetic radiation

systems and interactions—

including energy, matter, and

information flows—within and

between systems at different

scales.

• Evaluate the validity and

reliability of multiple claims in

published materials about the

effects that different frequencies

of electromagnetic radiation have

when absorbed by matter.

• Evaluate the validity and

reliability of claims that photons

associated with different

frequencies of light have

different energies and that the

damage to living tissue from



sources on health.


Using Live Science resources, read

informational text and summarize real-

world applications of electromagnetic

radiation

(http://www.livescience.com/38169-

electromagnetism.html )



Math

• Make sense of quantities and relationships

between the wave model and the particle

model of electromagnetic radiation.



modern communications.

Technical Subjects

Use computer software to diagram

electromagnetic radiation for use in lab

reports



World Languages

How has the use of digital technology

shaped communication world-wide?


Research and design a visual flow chart of a

modern communication system.

http://www.livescience.com/38169-electromagnetism.html


Page 34 of 51

relative position of peaks and troughs of the

waves), but they emerge unaffected by each

other.

• Electromagnetic radiation (e.g., radio,

microwaves, light) can be modeled as a wave

of changing electric and magnetic fields or as

particles called photons. The wave model is

useful for explaining many features of

electromagnetic radiation, and the particle

model explains other features.

• A wave model or a particle model (e.g.,

physical, mathematical, computer models) can

be used to describe electromagnetic

radiation—including energy, matter, and

information flows—within and between

systems at different scales.

A wave model and a particle model of

electromagnetic radiation are based on a body

of facts that have been repeatedly confirmed

through observation and experiment, and the

science community validates each theory

before it is accepted. If new evidence is

discovered that the theory does not

accommodate, the theory is generally

modified in light of this new evidence.

• When light or longer wavelength

electromagnetic radiation is absorbed in

matter, it is generally converted into thermal

energy (heat). Shorter wavelength

electromagnetic radiation (ultraviolet, X-

rays, gamma rays) can ionize atoms and

cause damage to living cells.

Cause-and-effect relationships can be

suggested and predicted for electromagnetic

radiation systems when matter absorbs

different frequencies of light by examining

what is known about smaller scale

mechanisms within the system.

depends on the energy of the

radiation.

• Give qualitative descriptions of

how photons associated with

different frequencies of light

have different energies and how

the damage to living tissue from


depends on the energy of the

radiation.

Suggest and predict cause-and-

effect relationships for

electromagnetic radiation systems

when matter absorbs different

frequencies of light by examining

what is known about smaller

scale mechanisms within the

system.

• Communicate qualitative

technical information about how

some technological devices use

the principles of wave behavior

and wave interactions with

matter to transmit and capture

information and energy.

• Communicate technical

information or ideas about

technological devices that use the

principles of wave behavior and

wave interactions with matter to

transmit and capture information

and energy in multiple formats

(including orally, graphically,

textually, and mathematically).

• Analyze technological devices

that use the principles of wave

behavior and wave interactions

with matter to transmit and

capture information and energy

Page 35 of 51

• Solar cells are human-made devices that

capture the sun’s energy and produce

electrical energy.

• Information can be digitized (e.g., a picture

stored as the values of an array of pixels); in

this form, it can be stored reliably in

computer memory and sent over long

distances as a series of wave pulses.

• Photoelectric materials emit electrons when

they absorb light of a high enough

frequency.

• Multiple technologies based on the

understanding of waves and their

interactions with matter are part of everyday

experiences in the modern world (e.g.,

medical imaging, communications,

scanners) and in scientific research. They

are essential tools for producing,

transmitting, and capturing signals and for

storing and interpreting the information

contained in them.

• Criteria and constraints also include

satisfying any requirements set by society,

such as taking issues of risk mitigation into

account, and they should be quantified to

the extent possible and stated in such a way

that one can tell if a given design meets

them.

by specifying criteria and

constraints for successful

solutions.

Evaluate a solution offered by

technological devices that use the

principles of wave behavior and

wave interactions with matter to

transmit and capture information

and energy based on scientific

knowledge, student-generated

sources of evidence, prioritized

criteria, and tradeoff

considerations.

• Evaluate questions about the

advantages of using digital

transmission and storage of

information by challenging the

premise of the advantages of

digital transmission and storage

of information, interpreting data,

and considering the suitability of


of information.

• Consider advantages and

disadvantages in the use of


of information.



application of Electromagnetic

waves formulas and concepts.

Unit Tests




Page 36 of 51

Unit 8: Electricity and Magnetism

• Plan and conduct an investigation to provide

evidence that an electric current can produce a

magnetic field and that a changing magnetic

field can produce an electric current.

• Develop and use a model of two objects

interacting through electric or magnetic fields

to illustrate the forces between objects and the

changes in energy of the objects due to the

interaction.


How can one explain and predict the

interactions between objects and within a

system of objects?

What are the relationships between electric

currents and magnetic fields?

How can I exert a force on an object when I

can’t touch it?


• Waves can add or cancel one another as they

cross, depending on their relative phase (i.e.,

relative position of peaks and troughs of the

waves), but they emerge unaffected by each

other.

• Forces at a distance are explained by fields

(gravitational, electric, and magnetic)

permeating space that can transfer energy

through space.

• Magnets or electric currents cause magnetic

fields; electric charges or changing magnetic

fields cause electric fields.

• “Electrical energy” may mean energy stored

in a battery or energy transmitted by electric

NGSS


HS-PS2-5 and HS-PS3-5

Disciplinary Core Ideas: PS3.A&B




effect is called out as an organizing

concept.

NJCCCS:

1.1.8.D.1

2.1.8.D.1 & 2

3.2.6

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2



RST.11-12.1

WHST.9-12.7 & 9

WHST.11-12.8

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1 to 3

20 days

April –

May


Class Pre-Unit Questions and

exploratory experiments.


Formative:

• Plan and conduct an investigation

individually and collaboratively to

produce data that can serve as the

basis for evidence that an electric

current can produce a magnetic

field.

• Plan and conduct an investigation

individually and collaboratively to

produce data that can serve as the

basis for evidence that a changing

magnetic field can produce an

electric current.

• In experimental design, decide on

the types, amounts, and accuracy

of data needed to produce reliable

measurements, consider

limitations on the precision of the

data, and refine the design

accordingly.

• Collect empirical evidence to

support the claim that an electric

current can produce a magnetic

field.

Collect empirical evidence to support

the claim that a changing magnetic

field can produce an electric current.

• Develop and use an evidence-

based model of two objects

interacting through electric or

magnetic fields to illustrate the

Career Education


Communication Engineers.

Health/PE


sources on health.


Using Live Science resources, read

informational text and summarize real-

world applications of electromagnetic

radiation

(http://www.livescience.com/38169-

electromagnetism.html )



Math

• Make sense of quantities and relationships

between the wave model and the particle

model of electromagnetic radiation.



modern communications.

Technical Subjects

Use computer software to diagram

electromagnetic radiation for use in lab

reports



World Languages

How has the use of digital technology

shaped communication world-wide?


Research and design a visual flow chart of

a modern communication system.



Page 37 of 51

currents.


between cause and correlation and make

claims about specific causes and effects.

• When two objects interacting through a field

change relative position, the energy stored in

the field is changed.

Cause-and-effect relationships between

electrical and magnetic fields can be predicted

through an understanding of inter- and intra-

molecular forces (protons and electrons).

forces between objects and the

changes in energy of the objects

due to the interaction.

Suggest and predict cause-and-

effect relationships for two objects

interacting through electric or

magnetic fields.


problems and concept questions on

application of Electromagnetic

waves formulas and concepts.

Unit Tests




Unit 9: The Physics of the Geosphere

• Develop a model to illustrate how Earth’s

internal and surface processes operate at

different spatial and temporal scales to form

continental and ocean-floor features.

• Develop a model based on evidence of Earth’s

interior to describe the cycling of matter by

thermal convection.

• Evaluate evidence of the past and current

movements of continental and oceanic crust

and the theory of plate tectonics to explain the

ages of crustal rocks

• Analyze geoscience data to make the claim

that one change to Earth’s surface can create

feedbacks that cause changes to other Earth

systems


NGSS


HS-ESS2-1

Disciplinary Core Ideas: PS3.A & B



The crosscutting concepts of stability and

change, energy and matter, and patterns are

called out as organizing elements of this unit.

NJCCCS:

1.1.8.D.1

• 2.1.8.D.1 & 2

• 3.2.6

• 6.2.8.D.4.j

• 7.1.A.1

• 8.1.8.A.1-5

• 8.1.8.E.1

15 days

May-June


Class Pre-Unit Questions.


Formative:

Develop a model to illustrate

how Earth’s internal and

surface processes operate at

different spatial and temporal

scales to form continental and

ocean-floor features.

Develop a model to illustrate

how the appearance of land

features and sea-floor features

are a result of both constructive

forces and destructive

mechanisms.

Quantify and model rates of

Career Education


Structural Engineers.

Health/PE

Examine the effect of magnetic fields on

health.


Read and review articles from Geosphere

magazine (online -

http://geosphere.gsapubs.org/ )



Math

Use a mathematical model to explain the

Earth's interior and the cycling of matter by

thermal convection.



http://geosphere.gsapubs.org/

Page 38 of 51

• How much force and energy is needed to

move a continent?

• How much force is needed to move a

continent?

• What can possibly provide the energy for that

much force?

• Are all rocks the same age?

• How do changes in the geosphere effect the

atmosphere?

•


Earth’s systems, being dynamic and

interacting, cause feedback effects that can

increase or decrease the original changes.

Plate tectonics is the unifying theory that

explains the past and current movements of

the rocks at Earth’s surface and provides a

framework for understanding its geologic

history.

Plate movements are responsible for most

continental and ocean-floor features and for

the distribution of most rocks and minerals

within Earth’s crust.

Change and rates of change can be quantified

and modeled over very short or very long

periods of time.

Some system changes are irreversible.

Evidence from deep probes and seismic

waves, reconstructions of historical changes in

Earth’s surface and its magnetic field, and an

understanding of physical and chemical

processes lead to a model of

Earth with a hot but solid inner core, a liquid

outer core, and a solid mantle and crust.

Motions of the mantle and its plates occur

primarily through thermal convection, which

involves the cycling of matter due to the

outward flow of energy from Earth’s interior

and gravitational movement of denser

• 9.1.8.A.1

• 9.1.8.B.1-2



RST.11-12.1,2&8

• WHST.9-12.2 & 7

• WHST.11-

12.8&9

• SL.11-12.5

Mathematics

MP.2&4

• HSN-Q.A.1 to 33

change of Earth’s internal and

surface processes over very

short and very long periods of

time.

Evaluate evidence of the past and

current movements of continental

and oceanic crust and the theory of

plate tectonics to explain the ages

of crustal rocks.

Evaluate evidence of plate

interactions to explain the ages

of crustal rocks.

Analyze geoscience data using

tools, technologies, and/or

models (e.g., computational,

mathematical) to make the

claim that one change to

Earth’s surface can create

feedbacks that cause changes to

other Earth systems.



application of the Physics of

Geospheres.

Unit Tests


Create a graph illustrating data and analyze

trends. Extrapolate data to predict future

trends within the limitations of the

scientific measurements.


Discuss the economic and societal impact

of issues regarding the Geosphere.

Technical Subjects

Calculate rates of change using

technology.



World Languages

What information can you learn about a

culture from rocks?


Research and design a visual view of the

earth’s platonic structure

Page 39 of 51

materials toward the interior.

The radioactive decay of unstable isotopes

continually generates new energy within

Earth’s crust and mantle, providing the

primary source of the heat that drives mantle

convection. Plate tectonics can be viewed as

the surface expression of mantle convection.

Geologists use seismic waves and their

reflection at interfaces between layers to

probe structures deep in the planet.

Energy drives the cycling of matter within and

between Earth’s systems.

Science and engineering complement each

other in the cycle known as research and

development (R&D). Many R&D projects

may involve scientists, engineers, and others

with wide ranges of expertise.

Science knowledge is based on empirical

evidence.

Science disciplines share common rules of

evidence used to evaluate explanations about

natural systems.

Science includes the process of coordinating

patterns of evidence with current theory.

Continental rocks, which can be older than 4

billion years, are generally much older than

the rocks of the ocean floor, which are less

than 200 million years old.

Plate tectonics is the unifying theory that

explains the past and current movements of

the rocks at Earth’s surface and provides a

framework for understanding its geologic

history.

Spontaneous radioactive decay follows a

characteristic exponential decay law.

Nuclear lifetimes allow radiometric dating to

be used to determine the ages of rocks and

other materials.

Page 40 of 51

Empirical evidence is needed to identify

patterns in crustal rocks.

Earth’s systems, being dynamic and

interacting, cause feedback effects that can

increase or decrease the original changes.

The foundation for Earth’s global climate

systems is the electromagnetic radiation from

the sun, as well as its reflection, absorption,

storage, and redistribution among the

atmosphere, ocean, and land systems, and this

energy’s re-radiation into space.

Feedback (negative or positive) can stabilize

or destabilize a system.

New technologies can have deep impacts on

society and the environment, including some

that were not anticipated. Analysis of costs

and benefits is a critical aspect of decisions

about technology.

Page 41 of 51


NGSS

Performanc

e

Expectation

Student Learning

Objectives (SLO)

References/

Resources Suggested Instructional Activities

Suggested

Student Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations

of Special Needs

Students

(SE, ELL, 504,

G&T)

HS-

PS2-1.

Analyze data

to support

the claim that

Newton’s

second law

of motion

describes the

mathematical

relationship

among the

net force on a

macroscopic

object, its

mass, and its

acceleration.

Self-examination of

views of force and

motion through

experimentation

and discussion.

Develop notes

which explain

motion from the

concept of an

agreed upon frame

of reference to the

major forces.

Compose, perform

and present

experiments that

challenge specific

physics motion

concepts.

Analyze and

translate motion of

simulations

Re-examine math

skills through

problem solving in

A-Plus Physics;

http://www.aplusphysic

s.com/

Glencoe Physics

Program

PHET

http://phet.colorado.edu

/

Physics Classroom;

www.physicsclassroom.

com

Free textbooks for

Physics

https://en.wikibooks.org

/wiki/FHSST_Physics

Multiple resources and

interactives

https://www.nsf.gov/ne

ws/classroom/physics.js

p

Khan Academy

https://www.khanacade

my.org/science/physics

Careers in Physics

Exploratory Labs:

a. Tower Lab

b. Kinetic Motion Labs

c. Force Labs

Discussion:

Motion from Developing a

Frame of Reference to Force.

o Guided Reading: Physics

Classroom, A-Plus Physics,

etc.

Virtual Labs:

Yenka, PHET and Croc motion

Labs

Confirmatory experiments: Table/Physical experiments

designed to examine hypothesis

based on physics laws and

theories.

Simulations: o Physicsclassroom.com

simulations of motion

o Video simulations of motion

o Team problem solving.

Lab reports

Mathematical

support and

reasoning for

claims

Guided Reading

Answers

Team Problem

Answers

Homework

answers

Concept

Questions

Notebook

Game Score

Discussion

Sessions

Exp./Investigation

proposal

Argumentation

session

Lab reports

Mini poster

Team Problems

Instructor rubric

Check-out

questions

Topic Tests

Defined

STEM

Jefferson

Labs

On-Line

Guided

Reading

Multisensory

/ notebook

presentation

Calculators

Computers –

use software

to create

essay & lab

reports, etc.

pHET

simulations

May include, but is

not limited to the

following as

determined by the

classroom, ELL or

special education

teacher:

Layered

Curriculum

Use of lab

partners

Access to

computers for

graphing

Substitute

projects for

written work

80% Grading

Guided Notes

for Class

Discussions

Unit study

guides







https://en.wikibooks.org/wiki/FHSST_Physics


https://www.nsf.gov/news/classroom/physics.jsp



https://www.khanacademy.org/science/physics


Page 42 of 51


NGSS

Performanc

e

Expectation

Student Learning

Objectives (SLO)

References/


Suggested

Student Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations

of Special Needs

Students

(SE, ELL, 504,

G&T)

motion with others http://www.physics.org/

careers.asp?contentid=3

81

Physics World articles

and videos online

http://physicsworld.com

/cws/channel/multimedi

a

P

Review Games:

o Vocabulary

o Team Jeopardy

Momentum

Croc and

Yenka

Virtual Labs

videos and

activities

Web lessons

& tutorials

Virtual Labs

Adjust

assignment

length

Extended time

for completion

of all work

Graphic

organizers for

written work

Calculators

Word

processing for

checking

spelling,

grammar, etc.

Pull-out testing

Science

Academy

Reteaching

enrichment

activities

Hands-on

activities, labs

and modeling

Acellus online

course

Google translate

HS-

PS2-2

Use

mathematical

representatio

ns to support

the claim

that the total

momentum

of a system

of objects is

conserved

when there is

no net force

on the

system.

Self-examination of

views of

momentum through

experimentation

and discussion.

Develop notes

which explain

motion from the

concept of an

agreed upon frame

of reference to

momentum.

Compose, perform

and present

experiments that

challenge specific

physics momentum

concepts.

Analyze and

translate motion of

A-Plus Physics;


s.com/

Glencoe Physics

Program

PHET


/

Physics Classroom;


com

Exploratory Labs:

o Balancing Act

o Distance Race

Discussion:

Momentum to Total Internal

Momentum.

o Guided Reading:

PhysicsClassroom, A-Plus

Physics, etc.

Virtual Labs:

Yenka, PHET and Croc

momentum Labs




theories on Momentum.


simulations of momentum

Lab reports

Mathematical

support and

reasoning for

claims

Guided Reading

Answers

Team Problem

Answers

Homework

answers

Concept

Questions

Notebook

Discussion

Sessions

Exp./Investigation

proposal

Argumentation

session

Lab reports

Mini poster

Team Problems

Instructor rubric

Check-out

questions

http://www.physics.org/careers.asp?contentid=381



http://physicsworld.com/cws/channel/multimedia









Page 43 of 51


NGSS

Performanc

e

Expectation

Student Learning

Objectives (SLO)

References/


Suggested

Student Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations

of Special Needs

Students

(SE, ELL, 504,

G&T)

simulations in

terms of

momentum.

Re-examine math

skills through

problem solving in

momentum with

others.

o Video simulations of

momentum

Team problem solving

momentum.

Review Games:

o Vocabulary

o Team Jeopardy Momentum

Game Score

Topic Tests Spanish

glossary

Video tutors

(Ex. Khan

Academy,

Bozeman

science,

BrainPop,

Jefferson Labs,

etc.)

A-Plus on line

Physics class

Long-term

individual

research

projects

HS-

PS2-3

Apply

scientific and

engineering

ideas to

design,

evaluate, and

refine a

device that

minimizes

the force on a

macroscopic

object during

a collision.

Self-examination of

views of

momentum through

experimentation

and discussion.

Experiment to

measure the effects

of methods to

reduce force in a

collision.

A-Plus Physics;


s.com/ Glencoe Physics

Program

PHET


/

Physics Classroom;


com

Free textbooks for

Physics


/wiki/FHSST_Physics


interactives



p

Khan Academy



Careers in Physics

http://www.physics.org/

Exploratory Labs:

Egg Drop

Discussion:

Evaluation of Egg drop lab

based on Momentum and Force

Confirmation Experiments

Virtual Experiments:

a) Yenka: Momentum

Collisions

Table/Physical Experiments

a) Car-Wall Collision

Lab Proposal

Argumentation

Session

Lab Reports/

Competition score

Lab Report Rubric

Instructor rubric

score

Argumentation

session

HS-

PS2-4

Use

mathematical

representatio

ns

of Newton’s

Law of

Gravitation

Self examination of

“Force” views of

Netwon and

Coulomb through

experimentation

and discussion.

Develop notes

Exploratory Labs:

o Distance and Force

Discussion:

From gravity to Coulomb’s

Law.

o Guided Reading:


Lab reports

Mathematical

support and

reasoning for

claims

Discussion

Sessions

Exp./Investigation

proposal

Argumentation















Page 44 of 51


NGSS

Performanc

e

Expectation

Student Learning

Objectives (SLO)

References/


Suggested

Student Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations

of Special Needs

Students

(SE, ELL, 504,

G&T)

and

Coulomb’s

Law to

describe and

predict the

gravitational

and

electrostatic

forces

between

objects.

which explain

motion from the

concept of an

agreed upon frame

of reference to

different forces.

Compose, perform

and present

experiments that

challenge specific

physics Force

Laws.

Analyze and

translate motion of

simulations in

terms of changing

forces.

Re-examine math

skills through

problem solving in

Newton and

Coulomb force

laws with other

students.


81


and videos online



a

P

A-Plus Physics;



Program

PHET


/

Physics Classroom;


com

Free textbooks for

Physics


/wiki/FHSST_Physics


interactives



p

Khan Academy



Careers in Physics



81

Physics, etc.

Virtual Labs:

Yenka, PHET and Croc Electric

Force Labs




theories on the relationship of

different forces.


simulations of Coulomb’s

Law


electrical force


Coulomb’s Law.

Review Games:

o Vocabulary

o Team Jeopardy Different

Forces

Guided Reading

Answers

Team Problem

Answers

Homework

answers

Concept

Questions

Notebook

Game Score

session

Lab reports

Mini poster

Team Problems

Instructor rubric

Check-out

questions

Topic Tests

HS-

PS2-5

Plan and

conduct an

investigation

to provide

Self-examination of

views of

Electromagnetic

forces through

Exploratory Labs:

o Compass and

Electromagnetism

Discussion:

Lab reports

Guided Reading

Answers

Discussion

Sessions

Exp./Investigation






















Page 45 of 51


NGSS

Performanc

e

Expectation

Student Learning

Objectives (SLO)

References/


Suggested

Student Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations

of Special Needs

Students

(SE, ELL, 504,

G&T)

evidence

that an

electric

current can

produce a

magnetic

field and that

a changing

magnetic

field can

produce an

electric

current.

experimentation and

discussion.

Develop notes which

explain

Electromagnetic

forces from the

concept of an agreed

upon frame of

reference to magnets

and electricity.

Compose, perform

and present

experiments that

challenge specific

physics

Electromagnetic

concepts.

Analyze and

translate motion of

simulations in terms

of Electromagnetic

Fields.

Re-examine math

skills through

problem solving in

electromagnetism

with other students.


and videos online



a

A-Plus Physics;



Program

PHET


/

Physics Classroom;


com

Free textbooks for

Physics


/wiki/FHSST_Physics


interactives



p

Khan Academy



Careers in Physics



81


and videos online



a P


Law to Magnetic Fields.

o Guided Reading:


Physics, etc.

Virtual Labs:

Yenka, PHET and Croc

Magnetic Force Labs




theories on the relationship of

electricity and magnetism.


simulations of Magnetic

Force


Magnetic force


Electricity and Magnetism.

Review Games:

o Vocabulary

Team Jeopardy Electricity and

Magnetism

Team Problem

Answers

Homework

answers

Concept

Questions

Notebook

Game Score

proposal

Argumentation

session

Lab reports

Mini poster

Team Problems

Instructor rubric

Check-out

questions

Topic Tests























Page 46 of 51


NGSS

Performanc

e

Expectation

Student Learning

Objectives (SLO)

References/


Suggested

Student Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations

of Special Needs

Students

(SE, ELL, 504,

G&T)

HS-

PS3-5

Develop and

use a model

of two

objects

interacting

through

electric or

magnetic

fields to

illustrate the

forces

between

objects and

the changes

in energy of

the

objects due

to the

interaction.

Self-examination of

views of

Electromagnetic

forces through

experimentation

and discussion.

Argument Session:

o Force vs. Distance

Exploratory Lab:

o Opposing Magnets

Lab Proposal

Argumentation

Session

Mathematical

support and

reasoning for

claims

Lab Reports/

Competition score

Lab Report Rubric

Instructor rubric

score

Argumentation

session

Page 47 of 51


NGSS Performance

Expectation

Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation of Special

Needs Students (SE, ELL, 504,

G&T)

HS-

ESS2-

1

Analyze a

major global

challenge to

specify

qualitative and

quantitative

criteria and

constraints for

solutions that

account for

societal needs

and wants.

Make scientific claims

and predictions about

how plate tectonics

create waves that result

in earth quakes and the

resulting changes.

Build mathematical and

computer models of

earth quakes due to

waves.

Generate and compare

the different types of

earth quake waves.

A-Plus Physics;

http://www.aplusp

hysics.com/ Glencoe Physics

Program

PHET

http://phet.colorad

o.edu/

Physics

Classroom;

www.physicsclassr

oom.com

Free textbooks for

Physics

https://en.wikibook

s.org/wiki/FHSST

_Physics

Multiple resources

and interactives

https://www.nsf.go

v/news/classroom/

physics.jsp

Khan Academy

https://www.khana

cademy.org/scienc

e/physics

Careers in Physics

http://www.physic

s.org/careers.asp?c

ontentid=381

Physics World

articles and videos

online

http://physicsworld

.com/cws/channel/

multimedia

P

Performance Task: Earth Quakes

Choose a major earth quake in the

last 30 years, list the major

physical impact of the quake and

analyze the cause of the impact.

Pay particular attention to the

waves behind the physical

changes/damage.

Propose methods to avoid the

negative impact in the future.

Simulations:

Find or develop a simulation

(mathematical or virtual) of the

waves that caused the physical

impact in your earth quake.

Experiment (Table or virtual):

Develop an experiment that show

the different types of waves

created by colliding plates and

show which wave is likely to

cause the surface changes and

methods to address the problems.

Lab

Proposal

Simulation

Mathematic

al support

and

reasoning

for claims

Lab

Reports/ Competition score

Lab Report

Rubric

Math

Performance/Sim

ulation Task

Scoring Guides

Defined STEM

Performance Task

Rubric

http://www.define

dstem.com/tasks/i

ndex.cfm?asset_g

uid=3472928A-

AC48-4498-

A348-

61BE19A516DD

Defined

STEM

Jefferson

Labs

On-Line

Guided

Reading

Multisensory

/ notebook

presentation

Calculators

Computers –

use software

to create

essay & lab

reports, etc.

PHET

simulations

Croc and

Yenka

Virtual Labs

May include, but is not limited

to the following as determined

by the classroom, ELL or special

education teacher:

Layered Curriculum

Use of lab partners

Access to computers for

graphing

Substitute projects for

written work

80% Grading

Guided Notes for Class

Discussions

Unit study guides

Adjust assignment length

Extended time for

completion of all work

Graphic organizers for

written work

Calculators

Word processing for

checking spelling, grammar,

etc.

Pull-out testing

Science Academy

Reteaching enrichment

activities






















http://www.definedstem.com/tasks/index.cfm?asset_guid=3472928A-AC48-4498-A348-61BE19A516DD







Page 48 of 51


NGSS Performance

Expectation

Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration



G&T)

HS-

ESS1-

4

Use

mathematical

or

computational

representations

to predict the

motion of

orbiting

objects in the

solar system.

Develop notes which

explain Orbits from the

concept of an agreed

upon frame of reference

to gravitational fields.

Compose, perform and

present experiments that

challenge specific

physics of orbiting

objects.

Analyze and translate

motion of simulations in

terms of Gravitational

Fields.

Re-examine math skills

through problem solving

in Kepler and Newton’s

Laws with other

students

A-Plus Physics;

http://www.aplusp

hysics.com/ Glencoe Physics

Program

PHET

http://phet.colorad

o.edu/

Physics

Classroom;

www.physicsclassr

oom.com

Free textbooks for

Physics

https://en.wikibook

s.org/wiki/FHSST

_Physics

Multiple resources

and interactives

https://www.nsf.go

v/news/classroom/

physics.jsp

Khan Academy

https://www.khana

cademy.org/scienc

e/physics

Careers in Physics

http://www.physic

s.org/careers.asp?c

ontentid=381

Physics World

articles and videos

online

http://physicsworld

.com/cws/channel/

multimedia

P

Discussion:


Law to Magnetic Fields.

o Guided Reading:


Physics, etc.

Virtual Labs:

Yenka, PHET and Croc Orbit

Labs


designed to examine

hypothesis based on physics

laws and theories on the

relationship of orbiting

objects.


simulations of Orbits


Orbiting Objects

Team problem solving Kepler

and Newton’s Laws.

Review Games:

o Vocabulary

Team Jeopardy: Universal

Gravity

Lab reports

Mathematic

al support

and

reasoning

for claims

Guided

Reading

Answers

Team

Problem

Answers

Homework

answers

Concept

Questions

Notebook

Game Score

Discussion

Sessions

Exp./Investigation

proposal

Argumentation

session

Lab reports

Mini poster

Team Problems

Instructor rubric

Check-out

questions

Topic Tests

Hands-on activities, labs and

modeling

Acellus online course

Google translate

Spanish glossary

Video tutors (Ex. Khan

Academy, Bozeman science,

BrainPop, Jefferson Labs,

etc.)

A-Plus on line Physics class

Long-term individual

research projects






















Page 49 of 51


NGSS Performance

Expectation

Student

Learning

Objectives

(SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations,

& Rubrics

Multimedia

Integration



G&T)

HS-

ETS1-

1

Analyze a

major global

challenge to

specify

qualitative and

quantitative

criteria and

constraints for

solutions that

account for

societal needs

and wants.

Students will

apply the

physics

concepts

developed in the

unit topic

covered to

create a model

that will solve a

societal

problem.

A-Plus Physics; http://www.aplusphysics.com/ Glencoe Physics Program

PHET


Physics Classroom; www.physicsclassroom.com

Free textbooks for Physics


Multiple resources and interactives


Khan Academy


Careers in Physics


1

Physics World articles and videos online


Performance Task:

Develop a model

(with teacher

approval and

following class

rules) that solves a

specific societal

problem relevant to

the last unit covered.

Model and

supply

accompany

ing data to

support

claims

Mathemati

cal support

and

reasoning

for claims

Model Rubric

Photo Story

Defined STEM

Jefferson Labs

Brain Pop

Multisensory/

Interactive

PowerPoint/

SMART notebook

presentation

Calculators

Computers – use

software to create

essay & lab

reports, etc.

pHET simulations

Brain Pop videos

and activities

Web lessons &

May include, but is not limited

to the following as determined

by the classroom, ELL or special

education teacher:

Layered Curriculum

Use of lab partners

Access to computers for

graphing

Substitute projects for

written work

80% Grading


Discussions

Unit study guides


Extended time for

completion of all work

Graphic organizers for

written work

Calculators

Word processing for

checking spelling, grammar,

etc.

Pull-out testing

Science Academy

HS-

ETS1-

2

Design a

solution to a

complex real-

world

problem by

breaking it

down into

smaller, more

manageable

problems that

can be solved

Develop

experiments

that lead to

the solution

of a societal

problem

based on the

last Physics

unit

covered.

A-Plus Physics; http://www.aplusphysics.com/ Glencoe Physics Program

PHET


Physics Classroom; www.physicsclassroom.com



Multiple resources and interactives


Khan Academy


Careers in Physics


1

Physics World articles and videos online

Experiment (Table

or virtual):

Develop

experiments (with

teacher approval and

following class

rules) that breaks

down and

demonstrates how

your model solution

might address each

Lab

Reports

Lab Report

Rubric


















Page 50 of 51


NGSS Performance

Expectation

Student

Learning

Objectives

(SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations,

& Rubrics

Multimedia

Integration



G&T)

through

engineering.)

http://physicsworld.com/cws/channel/multimedia of the problems in a

complex societal

challenge relevant to

the last Physics unit

covered.

tutorials

Virtual Labs

Reteaching enrichment

activities

Hands-on activities, labs

and modeling


Google translate

Spanish glossary

Video tutors (Ex. Khan

academy, Bozeman science,

BrainPop, Jefferson Labs,

etc.)

Biology EOC Preparation

Long-term individual

research projects

HS-

ETS1-

3

Evaluate a

solution to a

complex real-

world problem

based on

prioritized

criteria and

trade-offs that

account for a

range of

constraints,

including cost,

safety,

reliability, and

aesthetics as

well as

possible social,

cultural, and

environmental

impacts.

Develop a

Model

Evaluation

for your

model

solution for

a societal

problem

based on the

last unit

covered.

NGSS Evidence Statements

Process Oriented Guided-Inquiry

Learning (POGIL)

Biology Argument Driven Inquiry

Model Evaluation:

Use the class Model

Evaluation Rubric to

indicate if and how

your model would

solve the challenge

in question.

Remember to use

evidence to support

you statements..

Example: see HS-

ESS2-1

Model

Evaluation

of societal

problem

Mathemati

cal support

and

reasoning

for claims

Model

Evaluation

Rubric


Page 51 of 51


NGSS Performance

Expectation

Student

Learning

Objectives

(SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations,

& Rubrics

Multimedia

Integration


Needs Students (SE, ELL,

504, G&T)

HS-

ETS1-

4

Use a computer

simulation to

model the impact

of proposed

solutions to a

complex real-

world problem

with numerous

criteria and

constraints

on interactions

within and

between systems

relevant to the

problem.

Develop a

Simulation

and Solution

Evaluation

that

examines

A-Plus Physics;


Glencoe Physics Program

PHET


Physics Classroom;

www.physicsclassroom.com


https://en.wikibooks.org/wiki/F

HSST_Physics


interactives

https://www.nsf.gov/news/classr

oom/physics.jsp

Khan Academy

https://www.khanacademy.org/s

cience/physics

Careers in Physics

http://www.physics.org/careers.a

sp?contentid=381

Physics World articles and

videos online

http://physicsworld.com/cws/cha

nnel/multimedia

Simulations:

Find or develop a

simulation

(mathematical or

virtual) that

addresses the

problem you are

attempting to solve

and shows how your

model may solve

this problem.

Example: see HS-

ESS2-1

Simulation

Math

Performance/Si

mulation Task

Scoring Guides

Photo Story

Defined STEM

Jefferson Labs

Brain Pop

Multisensory/

Interactive

PowerPoint/

SMART

notebook

presentation

Calculators

Computers –

use software to

create essay &

lab reports, etc.

pHET

simulations

Brain Pop

videos and

activities

Web lessons &

tutorials

Virtual Labs

May include, but is not limited to the

following as determined by the

classroom, ELL or special education

teacher:

Layered Curriculum

Use of lab partners

Access to computers for graphing

Substitute projects for written work

80% Grading


Discussions

Unit study guides


Extended time for completion of all

work

Graphic organizers for written

work

Calculators

Word processing for checking

spelling, grammar, etc.

Pull-out testing

Science Academy

Reteaching enrichment activities

Hands-on activities, labs and

modeling


Google translate

Spanish glossary

Video tutors (Ex. Khan academy,

Bozeman science, BrainPop,

Jefferson Labs, etc.)

Biology EOC Preparation

Long-term individual research

projects














Documents

CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM 7 through 12 Curriculum Index...universal forces, power, electricity, nuclear structure and decay and waves (including light and