Curriculum and Instruction – Office of Science -­‐ Physics First 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,
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•
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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.
2015-­‐2016 Page 1 of 9 Curriculum and Instruction – Office of Science -­‐ Physics First Nine Weeks Construct explanations and design solution Obtain, evaluate, and communicate information Engage in argument Ask questions and de;ine 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.
2015-­‐2016 Page 2 of 9 Curriculum and Instruction – Office of Science -­‐ Physics First 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
materials 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 maps.
2015-­‐2016 Page 3 of 9 Curriculum and Instruction – Office of Science -­‐ Physics First Nine Weeks State Standards
Embedded Standards
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 1.1 The Language of Physics, 3 weeks
CLE 3231.1.1 Investigate
fundamental physical quantities
of length, mass, and time.
Please refer to the link or see
Appendix provided here for the
Embedded Inquiry; Embedded
Technology and Engineering;
and Embedded Mathematics
Standards. It is important to
include these standards as you
teach each learning outcome
and not as an individual unit or
theme.
SPI.3231.1.1 Identify mass and
weight data using units in the SI
system.
Holt Physics, Chapter 1
Teacher’s Planning Guide
Pgs. 2A-2B
SPI.3231.Math.1 Graph basic
physics relations and functions.
Gizmos:(www.explorelearning.com)
Triple Beam Balance
Unit Conversions
Unit Conversion 2
Distance-Time Graphs
Appendix A- Embedded Inquiry
SPI.3231.Math.3 Given a
graph of a physics relationship,
recognize the type of function
that relates to that graph: ie. y
= x2.
Appendix B- Embedded
Technology and Engineering
Appendix C- Mathematics
Appendix D- Common Core
Standards
SPI.3231.Math.2 Determine
the slope of a linear function
that represents physics data.
SPI.3231.Math.4 Utilize a
graphing calculator to enter
physics data and find basic
statistics: frequency, range,
mean, mode, median, and
standard deviation.
SciLinks: (www.scilinks.org)
Models in Physics
SI Units
Graphing
Orders of Magnitude
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
Study Island
Lessons, Demonstrations, and
Virtual Labs
Scientific Investigations
Lab Tools & Safety
Collect, Interpret, & Communicate
Data
Technology, Design, & Models
Math Skills
2015-­‐2016 Page 4 of 9 Curriculum and Instruction – Office of Science -­‐ Physics First Nine Weeks State Standards
Embedded Standards
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 1.2- Motion in One Dimension, 2 weeks
CLE 3231.1.4. Investigate
kinematics and dynamics.
Please refer to the link or see
Appendix provided here for the
Embedded Inquiry; Embedded
Technology and Engineering;
and Embedded Mathematics
Standards. It is important to
include these standards as you
teach each learning outcome
and not as an individual unit or
theme.
Appendix A- Embedded Inquiry
Appendix B- Embedded
Technology and Engineering
Appendix C- Mathematics
Appendix D- Common Core
Standards
SPI.3231.1.2 Given various
examples of quantities,
categorize them as scalar or
vector quantities.
SPI.3231.1.4 Solve motion and
conceptual problems regarding
velocity, acceleration, and
displacement using
displacement-time graphs and
velocity-time graphs.
Holt Physics, Chapter 2
Teacher’s Planning Guide
Pgs. 38A-38B
Gizmos:(www.explorelearning.com)
Fan Cart Physics
Freefall Laboratory
Distance-time and Velocity-Time
Graphs
SciLinks: (www.scilinks.org)
Motion
Acceleration
Galileo
Free Fall
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
Study Island
Lessons, Demonstrations, and
Virtual Labs
Force & Motion
Object Motion
Math Skills
2015-­‐2016 Page 5 of 9 Curriculum and Instruction – Office of Science -­‐ Physics First Nine Weeks State Standards
Embedded Standards
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 1.3- Projectiles (2D), 2 weeks
CLE 3231.1.4. Investigate
kinematics and dynamics.
Please refer to the link or see
Appendix provided here for the
Embedded Inquiry; Embedded
Technology and Engineering;
and Embedded Mathematics
Standards. It is important to
include these standards as you
teach each learning outcome
and not as an individual unit or
theme.
Appendix A- Embedded Inquiry
Appendix B- Embedded
Technology and Engineering
Appendix C- Mathematics
Appendix D- Common Core
Standards
SPI.3231.1.2 Given various
examples of quantities,
categorize them as scalar or
vector quantities.
SPI.3231.1.11 Given a
projectile launched at an angle,
select the correct equation from
a list for calculating: the
maximum height of travel, time
of flight and/or the maximum
horizontal distance covered.
SPI.3231.1.12 Given a scenario
where a projectile is being
launched at an angle, answer
the following conceptual
questions.
• What is the velocity in the y
direction when the projectile is
at maximum height?
• What acceleration does the
projectile have in the x direction
after launched.
• What forces are acting on the
projectile in the y direction
before it reaches maximum
height?
Holt Physics, Chapter 3
Teacher’s Planning Guide
Pgs. 80A-80B
Gizmos:(www.explorelearning.com)
Vectors
Golf Range!
Air Track
Shoot The Monkey
SciLinks: (www.scilinks.org)
Vectors
Projectile Motion
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
Study Island
Lessons, Demonstrations, and
Virtual Labs
Projectile Motion
Force & Motion
2015-­‐2016 Page 6 of 9 Curriculum and Instruction – Office of Science -­‐ Physics First Nine Weeks State Standards
Embedded Standards
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 1.4- Centripetal Force, Circular Motion and Gravity, 2 weeks
CLE 3231.1.2 Analyze and
apply Newton’s three laws of
motion.
Please refer to the link or see
Appendix provided here for the
Embedded Inquiry; Embedded
Technology and Engineering;
and Embedded Mathematics
Standards. It is important to
include these standards as you
teach each learning outcome
and not as an individual unit or
theme.
Appendix A- Embedded Inquiry
Appendix B- Embedded
Technology and Engineering
Appendix C- Mathematics
Appendix D- Common Core
Standards
SPI.3231.1.7 Select the correct
vector diagram to illustrate all
forces on an object affected by
gravity, friction and an applied
force.
SPI.3231.1.15 Calculate the
gravitational attraction between
two objects.
SPI.3231.1.16 Calculate the
tangential velocity of a
satellite’s motion given the
angular speed.
SPI.3231.1.17 Solve problems
for centripetal force, and
angular acceleration.
Holt Physics, Chapter 7
Teacher’s Planning Guide
Pgs. 232A-232B
Gizmos:(www.explorelearning.com)
Uniform Circular Motion
Gravitational Force
Torque and Moment of Inertia
SciLinks: (www.scilinks.org)
Gravity & Orbiting Objects
Torque
Study Island
Lessons, Demonstrations, and
Virtual Labs
Force & Motion
Object Motion
Circular & Harmonic Motion
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
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.
.
2015-­‐2016 Page 7 of 9 Curriculum and Instruction – Office of Science -­‐ Physics First Nine Weeks First Nine Weeks Toolbox
Unit 1.1 The Language of Physics
HyperPhysics Notes – Units &
Dimensional Analysis
(http://hyperphysics.phyastr.gsu.edu/hbase/units.html#unit)
Unit 1.2 Motion in One Dimension
Unit 1.3 Projectiles (2D)
PhET Simulations
(http://phet.colorado.edu/en/simulations/cate
gory/physics)
The Moving Man
PhET Simulations
(http://phet.colorado.edu/en/simulations/cat
egory/physics)
Motion in 2D
Projectile Motion
The Physics Classroom Applets
Vectors and Projectiles
The Physics Classroom Quicktime Movies
(at bottom of Multimedia Page)
Vectors & Projectiles
The Physics Classroom Applets (Tutorials
Available)
(http://www.physicsclassroom.com/mmedia/i
ndex.cfm)
1D Kinematics
Shockwave Physics Studios
(http://www.physicsclassroom.com/shwave/)
Name that Motion
Graph that Motion
Graphing Motion
The Physics Classroom Lab Sheets
(http://www.physicsclassroom.com/lab/)
One Dimensional Kinematics
HyperPhysics Notes – Velocity &
Acceleration
http://hyperphysics.phyastr.gsu.edu/hbase/mot.html#motcon
Walter-Fendt Applet – Constant Acceleration
http://www.walterfendt.de/ph14e/acceleration.htm
Shockwave Physics Studios
(http://www.physicsclassroom.com/shwave/
Two-Stage Rocket
Riverboat Simulator
Projectile Simulator
Hit the Target
The Physics Classroom Lab Sheets
Vectors & Projectiles
Vector Tutorial
http://hyperphysics.phyastr.gsu.edu/hbase/vect.html
Walter-Fendt Applet – Vector Addition
http://www.walter-fendt.de/ph14e/resultant.htm
Walter-Fendt Applet – Vector Resolution
http://www.walterfendt.de/ph14e/forceresol.htm
Walter-Fendt Applet – Projectile Motion
http://www.walter-fendt.de/ph14e/projectile
Unit 1.4 Centripetal Force,
Circular Motion,& Gravity
PhET Simulations
(http://phet.colorado.edu/en/simulations/cat
egory/physics)
Balancing Act
Gravity & Orbits
Gravity Force Lab
Ladybug Motion 2D
Ladybug Revolution
Torque
The Physics Classroom Applets
Circular, Satellite & Rotational Motion
Shockwave Physics Studios
(http://www.physicsclassroom.com/shwave/)
Uniform Circular Motion
Gravitation
Orbital Motion
The Physics Classroom Lab Sheets
Circular Motion & Satellite Motion
HyperPhysics Notes – Circular Motion
http://hyperphysics.phyastr.gsu.edu/hbase/circ.html#circ
Walter-Fendt Applet – Levers/Torque
http://www.walter-fendt.de/ph14e/lever.htm
Walter-Fendt Applet – Circular Motion
http://www.walterfendt.de/ph14e/circmotion.htm
2015-­‐2016 Page 8 of 9 Curriculum and Instruction – Office of Science -­‐ Physics First Nine Weeks 2015-­‐2016 Page 9 of 9