CURRICULUM
DESIGN
Rudy Lehr
Group 6B
Regents
Physics
Grade 12
Commencement
content standard from MST (one or more of the seven):
Standard
oneStudents will use mathematical analysis, scientific inquiry,
and engineering design, as appropriate, to pose questions, seek
answers, and develop solutions.
Standard threeStudents
will understand mathematics and become mathematically confident
by communicating and reasoning mathematically, by applying mathematics
in realworld settings, and by solving problems through the integrated
study of number systems, geometry, algebra, data analysis, probability
and trigonometry.
Standard four
Students will understand and apply scientific concepts, principles
and theories pertaining to the physical setting and living environment
and recognize historical ideas in science.
Standard five
Students will apply technological knowledge and skills to design,
construct, use and evaluate products and systems to satisfy human
and environmental needs.
Standard six
Students will understand the relationships and common themes that
connect mathematics, science and technology and apply the themes
to these and other areas of learning.

Benchmark
standards:
Content
standards (what you want your students to know or be able to do)
 Use algebraic
and geometric representations to describe and compare data.
 Apply algebraic
and geometric concepts and skills to the solution of problems.
 Use various
means of representing and organizing observations and interpret
the organized data.
 Represent
problem situations symbolically by using algebraic expressions,
sequences, tree diagrams, geometric figures and graphs.
 Choose
appropriate representations to facilitate the solving of a problem.
 Choose
the appropriate tools for measurement.
 Use trigonometry
as a method to measure indirectly.
 Apply proportions
to scale drawings in order to compute indirect measurements.
 Explain
and predict different patterns of motion of objects.
 Select
appropriate tools, instruments and equipment and use them correctly
to process materials, energy and information.
 Find and
use mathematical models that behave in the same manner as processes
under investigation.
Performance
standards (how you will know that they knowhow good is good
enough)
 Daily checks
for understanding in the form of questions, quizzes and activities.
 Accuracy
and completeness of laboratory experiments.
 Homework,
problem solving and evaluation grade.

Content standards or outcomes for your unit: Be sure to identify
all the constructs you will be assessing. They should help your students
achieve the above
 Identify
scalars and vectors in terms of direction.
 Graphically
add, subtract and scalar multiply vectors to find the desired
Resultant (or Equilibrant, in the case of vector forces).
 Represent
forces and the three kinematical quantities of acceleration,
velocity and displacement as scaled arrows, whose length is
proportional to a magnitude and whose orientation is that of
the given vector’s orientation.
 Compare
and contrast the parallelogram method vs. the headtotail method
of adding vectors.
 Resolve
a given vector into components, pairs of components and finally
two mutually perpendicular and independent component pair.
 Utilize
the given equations for finding the scalar magnitudes of x
and ycomponent vectors.
 Utilize
the given equations to find a vector from its x and ycomponents.
 Discuss
the effects the angle between two vectors has on their resultant.
 Discuss
component force vectors in a pendulum, an inclined plane, a
ladder, and a plane in flight.

Performance measures for your unit: Describe how you will know
that you have achieved your unit outcomes. Attach all instruments or assessment
activities (see Chapter 7).
 Satisfactory
completion of the three laboratory experiments and exercises,
attached.
 A passing
grade on the evaluation, attached.
 Laboratory
exercises to be graded on the accuracy and completion of all
tables, diagrams, graphs and questions. Units and vector direction
are stressed in these labs.
 Percentage
of error between actual results and experimental results is
the basis for accuracy in these labs.

Enabling Activities:
Day Planned
activity Laboratory Exercises
1. Identification
of scalar and vector quantities Intro to vector representation
 Vector Operations
(+,, x{scalar})
 A+B paralleogram
method Displacement vector lab
 A+B headtotail
method
 Problem solving
session Plane and boat velocities
 Vector components
 Force components
(Equilibrant, Resultant) Expt. 6 Combining forces
 Resolution perpendicular
components
 Vector resolution
and trigonometric methods Expt. 7 Boom Lab
 Evaluation on
Vectors
Day one
List all scientific quantities that the students know and ask if they
have a direction.
Day two
Negating and scaling a given vector.
Day three
Utilize forces required to move a heavy piano.
Day four
Stress importance of this method because of its use in adding many vectors
(parallelogram
method is limited to two vectors).
Day five
Homework problems solved by students at board.
Day six
Draw a large vector on board and ask what vectors could have composed
it.
Day seven
Setup an equilibrium situation and analyze forces.
Day eight
Show the proof of perpendicular vector resolution.
Day nine
Reinforce trigonometric method as the more useful of the two methods.
Day ten
Evaluate.
