Marie Curie Math & Science Center
 
CURRICULUM DESIGN
Rudy Lehr

Group 6B

Regents Physics
Grade 12

Commencement content standard from MST (one or more of the seven):
 

Standard one-Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard three-Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world 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 know--how 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 head-to-tail 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 y-component vectors.
  • Utilize the given equations to find a vector from its x- and y-components.
  • 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 head-to-tail 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- Set-up 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.

 

St. Thomas Aquinas College, 125 Route 340, Sparkill NY 10976-1050