Curriculum and Instruction – Office of Science--Physics
Third Nine Weeks
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student
performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,



80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career
Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for
all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination
2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident
throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do
at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional
planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum
and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to
facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe
varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process
standards of which include planning investigations, using models, asking questions and communicating information.
Curriculum and Instruction – Office of Science--Physics
Third Nine Weeks
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the
differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout
the year, students should continue to develop proficiency with the eight science practices. Crosscutting concepts can help students
better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip,
or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.
Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it
as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow
through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations
for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those
predictions with those observed in the real world.
Curriculum and Instruction – Office of Science--Physics
Third Nine Weeks
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students
will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional
practice in alignment with the three College and Career Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards
Based Curriculum, Science Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education
Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins
with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around
these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations
found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual
grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and
classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their
performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.
Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping material prepared by
Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist teacher in developing
grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual
SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum
that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS
curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations,
regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in
SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum map.
High School Science: Curriculum Map for Physics
Third Nine Weeks
State Standards
Embedded Standards
Outcomes
Resources
Connections
Unit 3.1 Simple Harmonic Motion, Waves, Sound 2 weeks
CLE 3231.1.4 Investigate kinematics
and dynamics.
CLE 3231.3.1 Explore conditions
associated with how waves carry
energy and simple harmonic motion.
CLE 3231.3.2 Investigate Hooke’s
law.
CLE3231.3.3 Understand wave
mechanics
CLE.3231.Math.1 Graph
relationships and functions between
manipulated (independent) variables
and responding (dependent)
variables.
CLE.3231.Math.2 Solve for variables
in an algebraic formula.
CLE 3231.Inq.2 Design and conduct
scientific investigations to explore
new phenomena, verify previous
results, test how well a theory
predicts, and compare opposing
theories.
CLE 3231.Inq.3 Use appropriate
tools and technology to collect
precise and accurate data.
CLE 3231.Inq.4 Apply qualitative
and quantitative measures to
analyze data and draw conclusions
that are free of bias.
CLE 3231.Inq.5 Compare
experimental evidence and
conclusions with those drawn by
others about the same testable
question.
CLE 3231.Inq.6 Communicate and
defend scientific findings..
Experiment with pendulums
Investigate simple harmonic motion.
Solve problems related to wave
length, frequency, period, and
speed. Wave velocity: v =f λ and
Period: T=1/f.
Describe simple harmonic motion.
Holt Physics, Chapter 11
11.1 Simple Harmonic Motion
11.2 Measuring Simple Harmonic
Motion
11.3 Properties of Waves
11.4 Waves Interaction
Practice Problems A – Hooke’s Law
p. 371
Investigate simple harmonic motion.
Quick Lab – Energy of a Pendulum
p. 375
Explore Hooke’s Law.
Practice Problems B p. 379
Measure spring constants.
Practice Problems C p. 381
Investigate and analyze wavelength,
frequency, period, and amplitude of
longitudinal and transverse waves.
Inquiry Lab – Simple Harmonic
Motion of a Pendulum pp. 402-403
Describe a wave interaction as
reflection, refraction, diffraction, or
interference.
Compare mechanical and
electromagnetic waves.
Vernier Physics - Simple Harmonic
Motion - #15 p. 15-1
SciLinks:
(www.scilinks.org)
Hooke’s Law
Pendulums
Wave Motion
Vocabulary
Simple harmonic motion, amplitude,
period, frequency, medium,
mechanical wave, transverse wave,
crest, trough, wavelength,
longitudinal wave, constructive
interference, destructive
interference, standing waves, node,
antinode
Why it Matters – Conceptual
Challenge – Pinball
In pinball games, the force exerted
by a compressed spring is used to
release a ball. If the distance the
spring is compressed is doubled,
how will the force exerted on the ball
change? If the spring is replaced
with one that is half as stiff, how will
the force acting on the ball change?
Students will prepare a diagram
illustrating their answers.
Next Generation Science
Standards Practices
1. Asking questions (for science) and
defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out
investigations
4. Analyzing and interpreting data
8. Obtaining, evaluating, and
communicating information
4
2015-2016
High School Science: Curriculum Map for Physics
Third Nine Weeks
State Standards
CLE 3231.3.4 Examine the Doppler
Effect.
CLE 3231.3.5 Explore the
characteristics and properties of
sound.
Embedded Standards
Outcomes
Explain the Doppler Effect.
Compare the wave characteristics of
natural auditory phenomena.
Investigate reflection, refraction,
diffraction, and interference of sound
waves.
Compare mechanical and
electromagnetic waves.
Determine the speed of sound
experimentally and describe the
effects various materials and
temperatures on sound.
Determine the speed of sound
experimentally using various
materials and temperatures
Sound velocity: vs= f λ; Sound
velocity (using air temperature): vs=
331.5m/s + (0.56 m/s oC) (T).
Compare the wave characteristics of
natural auditory phenomena.
Resources
Holt Physics Ch. 12 Sound
12.1 Sound Waves
12.2 Sound Intensity and
Resonance
12.3 Harmonics
Practice Problems p. 415
Practice Problems p. 427
Quick Lab – Resonance p. 418
Quick Lab – A Pipe Closed at One
End – p. 425
Graphing Calculator Practice p. 436
Skills Practice Lab – Speed of Sound
pp. 440-441
Vernier Physics – Sound Waves and
Beats # 33 p. 33-1
SciLinks:
(www.scilinks.org
Sound
Resonance
Harmonics
Acoustics
Connections
Vocabulary
Compression, rarefaction, pitch,
Doppler effect, intensity, decibel,
resonance, fundamental frequency,
harmonic series, timbre, beat
Why it Matters – Conceptual
Challenge – Music from a Trumpet –
Suppose you hear music being
played from a trumpet that is across
the room from you. Explain
compressions and rarefactions as
they relate to the sound waves that
reach your ear. Were the air
particles that are vibrating near your
ear carried across the room by the
sound wave? How do you know?
Zero on the decibel scale does not
mean zero intensity or that there is
no sound but instead that the sound
is inaudible. Using table 2 on p. 417
write a paragraph explain how the
sound intensity of a subway compare
with that of a normal conversation.
Science, Technology, Society –
Noise Pollution – Students will read
the article on Noise Pollution and do
researching the issue #3.
5
2015-2016
High School Science: Curriculum Map for Physics
Third Nine Weeks
State Standards
Outcomes
Embedded Standards
Resources
Connections
Unit 3.2 Light & Optics 3 Weeks
CLE 3231.4.1 Describe the
characteristics of
the electromagnetic spectrum.
CLE 3231.4.2 Investigate the
interaction of light waves
.
CLE.3231.Math.1 Graph
relationships and functions between
manipulated (independent) variables
and responding (dependent)
variables.
3231.4.1 Explore properties of
electromagnetic radiation.
CLE.3231.Math.2 Solve for variables
in an algebraic formula.
3231.4.3 Investigate the polarization
of light.
CLE 3231.Inq.2 Design and conduct
scientific investigations to explore
new phenomena, verify previous
results, test how well a theory
predicts, and compare opposing
theories.
3231.4.7 Investigate optical
phenomena (i.e., mirage, optical
illusions, and dichromatic lens
effect).
CLE 3231.Inq.3 Use appropriate
tools and technology to collect
3231.4.2 Examine properties of light
waves.
3231.4.9 Differentiate among
transmission, reflection, refraction,
diffraction, and interference of light
waves..
Holt Physics, Chapters 13
13.1 Characteristics of Light
13.2 Flat Mirrors
13.3 Curved Mirrors
13.4 Color and Polarization
Practice Problems A p.449
Practice Problems B p.462
Practice Problems C p.466
Quick Lab – Curved Mirrors p. 457
Quick Lab – Polarization of Sunlight
p. 473
Graphing Calculator Practice p. 481
SciLinks:
(www.scilinks.org)
Electromagnetic Spectrum
Light Bulbs
Mirrors
Telescope
Color
Skills Practice Lab – Brightness of
Light pp. 484-485
Vernier Physics – Polarization of
Light # 28 p. 28-1
Vocabulary
Electromagnetic wave, reflection,
angle of incidence, angle of
reflection, virtual image, concave
spherical mirror, real image, convex
spherical mirror, linear polarization
Visual Strategy – In Figure 11, tis
image shows a real image of a light
bulb on a glass plate. The bulb itself
is off to the left, too far away to fit in
the photo frame. Students will write a
paragraph answering the following
questions: What represents the size
of the objects? What represents the
distance from the mirror? What
represents the size of the image?
What represents the image’s
distance from C? What does f refer
to? Explain why this is a real image.
Next Generation Science
Standards Practices
1. Asking questions (for science) and
defining problems (for engineering)
2. Planning and carrying out
investigations
4. Analyzing and interpreting data
8. Obtaining, evaluating, and
communicating information
6
2015-2016
High School Science: Curriculum Map for Physics
Third Nine Weeks
State Standards
CLE 3231.4.3 Explore the optics of
lenses.
CLE 3231.4.4 Analyze the optics of
mirrors.
CLE 3231.4.5 Investigate the
phenomenon of color.
Embedded Standards
CLE.3231.Math.1 Graph
relationships and functions between
manipulated (independent) variables
and responding (dependent)
variables.
Outcomes
Explore properties of
electromagnetic radiation.
Examine properties of light waves.
Investigate the polarization of light.
CLE.3231.Math.2 Solve for variables
in an algebraic formula.
CLE 3231.Inq.2 Design and conduct
scientific investigations to explore
new phenomena, verify previous
results, test how well a theory
predicts, and compare opposing
theories.
CLE 3231.Inq.3 Use appropriate
tools and technology to collect
Investigate optical phenomena (i.e.,
mirage, optical illusions, and
dichromatic lens effect).
Differentiate among transmission,
reflection, refraction, diffraction, and
interference of light waves.
4 Investigate the optical properties of
plane and curved mirrors
Focal length:1/f =1/do+1/di; Images
in mirrors and lens, hi/ho = di/do.
Resources
Holt Physics Ch. 14 Refraction
14.1 Refraction
14.2 Thin Lenses
14.3 Optical Phenomena
Practice Problems A p. 493
Practice Problems B p. 501
Practice Problems C p. 508
Quick Lab – Focal Length p. 496
Quick Lab – Prescription Glasses p.
502
Quick Lab – Periscope p. 507
Skills Practice Lab – Converging
Lenses pp. 522-523
Investigate the optical properties of
plane and curved mirrors.
Holt Physics Ch. 15 Inference and
Diffraction
15.1 Inference
15.2 Diffraction
15.3 Lasers
Draw, explain, and solve problems
for the optics of mirrors and lenses.
Practice Problems A p. 531
Practice Problems B p. 538
Explore the formation of color (both
additive and subtractive properties)
[Additive Color Theory: W= B+G+R:
Y= G+R: =B+G: M = R+B;
Subtractive Color Theory: B=W–Y:
C= W–R: M=W–G].
Graphing Calculator Practice p. 551
Skills Practice Lab – Diffraction pp.
554 – 555
Vernier Physics – Light, Brightness,
and Distance # 29 p. 29-1
Connections
Vocabulary
Refraction, index of refraction, total
internal reflection, critical angle,
dispersion, chromatic aberration,
coherence, path difference, order
number, diffraction, resolving power,
laser
Why it Matters – Conceptual
Challenge – The Invisible Man – H.
G. Wells wrote a famous novel about
a man who made himself invisible by
changing his index of refraction.
Students will research the invisible
man and the index of refraction.
They will write a report on what
would have to happen with the index
of refraction to make a person
invisible.
Key Models and Analogies The optical functions of different
parts of the eye may be compared to
those of a camera. Students will
research the eye versus the camera
and prepare a diagram showing the
corresponding parts of the eye and a
camera and provide an explanation.
Why it Matters – Conceptual
Challenge – Spiked Stars –
Photographs of stars always show
spike extending from the stars.
Given that the aperture of a
camera’s rectangular shutter has
straight edges. Students will write a
report explaining how diffraction
7
2015-2016
High School Science: Curriculum Map for Physics
Third Nine Weeks
State Standards
Embedded Standards
Outcomes
Resources
Connections
accounts for the spikes.
SciLinks:
(www.scilinks.org)
Snell’s Law
Lenses
Fiber Optics
Abnormalities of the Eye
Dispersion of Light
Interference
Diffraction
Lasers
Bar Codes
Key Models and Analogies – Have
students think of a busy shopping
mall, where people walk in all
directions and with different strides.
Tell students that this scene can
represent incoherent light emitted by
a light bulb, with each person being
analogous to a light wave with its
own direction, wavelength, and
phase. Then, have students think of
a marching band, with all members
of the band lifting their feet at
precisely the same time and
marching in the same direction with
steps that are the same size.
Students will write a one paper
report comparing and contrasting
incoherent and coherent light as it
relates to the mall and the marching
band.
8
2015-2016
High School Science: Curriculum Map for Physics
Third Nine Weeks
State Standards
Embedded Standards
Outcomes
Resources
Connections
Unit 3.3 Temperature, Heat, & Thermodynamics, 3 weeks
CLE 3231.2.1 Develop an
understanding of temperature, heat,
and internal energy.
CLE 3231.2.2 Compare Celsius,
Kelvin and the Absolute temperature
scales.
CLE 3231.2.3 Investigate exchanges
in internal energy.
CLE.3231.Math.1 Graph
relationships and functions between
manipulated (independent) variables
and responding (dependent)
variables.
CLE.3231.Math.2 Solve for variables
in an algebraic formula.
CLE 3231.Inq.2 Design and conduct
scientific investigations to explore
new phenomena, verify previous
results, test how well a theory
predicts, and compare opposing
theories.
CLE 3231.Inq.3 Use appropriate
tools and technology to collect
precise and accurate data.
CLE 3231.Inq.4 Apply qualitative
and quantitative measures to
analyze data and draw conclusions
that are free of bias.
Investigate temperature in
relationship to kinetic energy.
Identify the characteristics of internal
energy and temperature/heat
(joules/calories).
Experiment with change in heat
content (quantity of thermal energy)
and relate to kinetic energy and
specific heat.
Investigate calorimetry, kinetic
energy, and specific heat
Change in Heat: ΔQ=mCΔT
Investigate phase changes of heat of
fusion, heat of vaporization, and heat
of sublimation Change in Heat: ΔQ=
mHf and ΔQ= mHv.
Explore thermal expansion and
contraction
Linear Expansion: Δl = li αΔT ;
Volumetric Expansion: ΔV= ViβΔT.
CLE 3231.Inq.5 Compare
experimental evidence and
conclusions with those drawn by
others about the same testable
question.
Apply the second law of
thermodynamics to the Carnot
engine.
CLE 3231.Inq.6 Communicate and
defend scientific findings.
Apply the Laws of Thermodynamics
to the atmospheric levels of the earth
(i.e., greenhouse effect and climate
change).
Holt Physics, Chapter 9
9.1 Temperature and Thermal
Equilibrium
9.2 Defining Hear
9.3 Changes in Temperature and
Phase
Quick Lab – Sensing Temperature –
p. 298
Practice Problems A p. 303
Practice Problems B p. 311
Practice Problems C p. 316
Quick Lab – Work and Heat p. 309
Skills Practice Lab – Specific Heat
Capacity pp. 328-331
Holt Physics Chapter 10
Thermodynamics
10.1 Relationship Between Heat
and Work
10. 2 The First Law of
Thermodynamics
10.3 The Second Law of
Thermodynamics
Practice Problems A p. 338
Practice Problems B p. 346
Practice Problems C p. 355
Quick Lab – Entropy and Probabilityp. 357
Vocabulary
Temperature, internal energy,
thermal equilibrium, heat, specific
heat capacity, calorimetry, phase
change, latent heat, system,
environment, isovolumertric process,
isothermal process, adiabatic
process, cyclic process, entropy
Why it Matters – Conceptual
Challenge – Hot Chocolate
If two cups of hot chocolate, one at
500C and the other at 600C, are
poured together in a large container,
will the final temperature of the
double batch be
a. Less than 500C?
b. Between 500C and 600C?
c. Greater than 600C?
Students will explain their answer
choice.
Why it Matters – Climate and
Clothing – Students will read the
article on p. 312. Students will
research to find additional examples
of specific clothing types that are
designed for particular climates.
Students are to search for unusual
examples. Students are to choose
an example and create a brochure
that “sells” the clothing by explaining
how the clothing suits a particular
climate. Students should include
photographs or illustrations in their
9
2015-2016
High School Science: Curriculum Map for Physics
Third Nine Weeks
State Standards
Embedded Standards
Outcomes
Recognize that absolute zero is the
absence of molecular kinetic energy.
Relate the First Law of
Thermodynamics as an application
of the Law of Conservation of Energy
and heat transfer through
conduction, convection, and
radiation.
Heat Lost = Heat Gained, QL= QG.
Resources
Connections
brochure.
SciLinks: (www.scilinks.org)
Temperature Scales
James Prescott Joule
Conduction and Convection
Specific Heat Capacity
Heat Pumps
Greenhouse Gases
Thermodynamics
Heat Engines
Stirling Engines
Science, Technology, Society –
Global Warning – Students will read
the article on pp. 332-333 and do
researching the issue #1
Why it Matters – Conceptual
Challenge – Cooling Engines –
Student use the second law of
thermodynamics to explain why an
automobile engine requires a cooling
system to operate. Students will
provide a diagram to Illustrate their
answer.
10
2015-2016
High School Science: Curriculum Map for Physics
Third Nine Weeks
Unit 3.1 Oscillators
(Simple Harmonic Motion, Waves, Sound
PhET Simulations
(http://phet.colorado.edu/en/simulations/category/physics)
Masses & Springs
Normal Modes
Pendulum Lab
Radio Waves & Electromagnetic Fields
Resonance
Sound
Waves on a String
The Physics Classroom Applets (Tutorials Available)
(http://www.physicsclassroom.com/mmedia/index.cfm)
Waves, Sound & Light
The Physics Classroom Lab Sheets
(http://www.physicsclassroom.com/lab/)
Wave Basics
Sound & Music
Ripple Tank (Interference, Doppler, & others)
http://www.falstad.com/ripple/
HyperPhysics Notes – Sound
http://hyperphysics.phyastr.gsu.edu/hbase/sound/soucon.html#permot
HyperPhysics Notes – Periodic Motion
http:hyperphysics.phyastr.gsu.edu/hbase/permot.html#permot
Unit 3.2 Light & Optics
PhET Simulations
Bending Light
Color Vision
Geometric Optics
Lasers
Wave Interference
Unit 3.3 Temperature, Heat, & Thermodynamics
PhET Simulations
The Greenhouse Effect
HyperPhysics Notes – Heat & Thermodynamics
http://hyperphysics.phyastr.gsu.edu/hbase/heacon.html#heacon
The Physics Classroom Applets (Tutorials Available)
Waves, Sound & Light
Ray Optics
The Physics Classroom Lab Sheets
Light & Color
Reflection & Mirrors
Refraction & Lenses
Shockwave Physics Studios
(http://www.physicsclassroom.com/shwave/)
RGB Lighting
Painting with CMY
Young’s Experiment
Least Time Principle
Refraction of Light
Lenses
HyperPhysics Notes – Light & Vision
http://hyperphysics.phy-astr.gsu.edu/hbase/ligcon.html#c1
Standing Wave Visual/Demo
http://www.walter-fendt.de/ph14e/stwaverefl.htm
Pendulum Demo
http://www.walter-fendt.de/ph14e/pendulum.htm
11
2015-2016