Download District Core Outcome - myDPS

DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
1
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Grade 12 – Physics
Juanita Clay Chambers, Ed.D., Interim Chief Academic Officer
Division of Leadership and Educational Accountability
Karen Harrison, Director
Office of Science Education
Nadine Tibbs-Stallworth, Supervisor
Office of Science Education
Lenora Ashford
Robert Blakely
Kevin Byrd
Gwendolyn Hamilton
Patricia Jenkins
Donald Johnson
Hallie Jones
Michael Jones
Wilbert Sherrod
Lisa Skiver
2
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Table of Contents
Page
• Year At A Glance
• Physics Instructional Materials
• Michigan Curriculum Framework Science Benchmarks and Codes
INSTRUCTIONAL SEQUENCE AND PACING
Process Skills
Describing Motion
Forces ▪ Vector Addition & Modeling Motion Graphically
▪ Laws of Motion
▪ Two Dimension Projectile & Circular
▪ Planetary Motion & Universal Gravitation
Conservation of Momentum
Forces & Conservation of Energy
Work & Machines
Thermal Energy
Waves ▪ Properties
▪
▪
▪
▪
▪
Light
Reflection & Refraction
Mirrors and Lenses
Diffraction & Interference
Sound
Electricity ▪ Properties
▪ Electric Fields & Current Circuit and Uses
▪ Magnetic Fields
▪ Electromagnetic Induction
Modern Physics – Quantum Theory
3
4
5
6
7
9
11
13
17
19
21
23
25
27
29
31
33
35
37
39
41
43
47
49
51
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
This is at best a skeletal time line. Days may shift to accommodate periodic assessment of student understanding, performance indicator assessments, MEAP-HST, scheduled half days, any emergency
days and further academic school year calendar days.
PD = Professional Development Day (Staff)
HD= Half day
1
2
3
4
5
6
7
Aug
Sept
Lbr
Physics Process Skills
Day
PD
Describing Motion
Work & Machines
(PD – Dec. 4)
Jan
Christmas Holiday
Conservation of
Momentum
(Vet. Day – Nov. 11)
Physics
Process Skills
First Semester
Assessment
HD
Apr
Electricity - Current/Circuits/Uses TerraNova
Waves: Sound
Finals
LD
Std
Oct
Thanksgiving Holiday
Nov
Electricity: Magnetic Fields
HST- All
Second Semester
Assessment
Summer Vacation
4
Feb
Elec - C/C/U
TerraNova
Electricity: Electric Fields
Modern Physics: Quantum
Theory
Summer Vacation
Jan
Mid-winter Break
Electricity:
Current/Circuits/Uses
LD
Tch
Dec
Waves: Reflection &
Refraction
Waves: Light
Electricity: Properties
Electricity: Electromagnetic
Induction
Electricity: Electromagnetic
Induction
HST- All
MLK
Spring Break
Sept
Christmas Holiday
Waves: Mirrors &
Lenses
Waves: Mirrors & Lenses
Waves: Diffraction &
Interference (PD - March 4)
Labor Day
Forces: Planetary Motion &
Gravitation HST - Retesters
Forms & Conservation of Energy
Thermal Energy
Waves: Properties
Mar
Finals
FD
Forces: Vector Addition & Modeling Motion Graphically
Work & Machines
Waves: Reflection &
Refraction
May
PD
Forces: Two Dimensions, Projectile & Circular
Conservation of Momentum
HST - Retesters
Dec
July
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Forces: Laws of Motion
Nov
June
9
Lbr Day = Labor Day
MLK = Martin Luther King Day
LD = Last Day (Student/Staff)
Summer Vacation
Oct
Feb
8
FD = First Day for Students
MD = Memorial Day
Mar
Apr
MD
May
June
July
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Physics Instructional Materials
Grade/Course
Instructional Material
12
Physics
(3580, 3590)
Glencoe Physics, Teacher Edition
Glencoe Physics, Student Edition
Glencoe Physics Resource
• Color Transparency Package
• Transparency Masters and Worksheets
• Laboratory Manual, Student and Teacher
Editions
• Physics Lab and Pocket Lab Worksheets
• Study Guide, Student and Teacher
Editions
• Chapter Assessment
• Tech Prep Applications
• Critical Thinking
• Reteaching
• Enrichment
• Physics Skills
• Advanced Concepts in Physics
• Problems and Solutions Manual
• Lesson Plans with Block Scheduling
Publisher/Copyright
Glencoe
McGraw/Hill/©1999
It’s About Time/©1999
Technology
Glencoe Physics
• MindJogger Videoquizzes
• Computer Test Bank (Windows
and MacIntosh)
Its About Time – Software package
CD-ROM
• Physics InfoMall
• The Green Home
• The Sun’s Joules
A.P. Spreadsheet
Its About Time, Active Physics – Medicine
Its About Time, Active Physics –
Transportation
Its About Time, Active Physics - Sports
5
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
The following benchmarks are to be woven into the instructional delivery of every high school
science teacher.
Strand I.1 Constructing New Scientific Knowledge
All students will ask questions that help them learn about the work; design and conduct investigations using appropriate methodology
and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and
reconstruct previously learned knowledge.
•
•
•
•
•
Ask questions that can be investigated empirically. (I.1.h.1)
Design and conduct scientific investigations. (I.1.h.2)
Recognize and explain the limitations of measuring devices. (I.1.h.3)
Gather and synthesize information from books and other sources of information. (I.1.h.4)
Discuss topics in groups by making clear presentations, restating or summarizing what others have said, asking for clarification or
elaboration, taking alternative perspectives, and defending a position. (I.1.h.5)
Strand II.1 Reflecting on Scientific Knowledge
All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how
science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have
contributed to and influenced developments in science.
•
•
•
•
•
•
•
Justify plans or explanations on a theoretical or empirical basis. (II.1.h.1)
Describe some general limitations of scientific knowledge. (II.1.h.2)
Show how common themes of science, mathematics, and technology apply in real-world contexts. (II.1.h.3)
Discuss the historical development of key scientific concepts and principles. (II.1.h.4)
Explain the social and economic advantages and risks of new technology. (II.1.h.5)
Develop an awareness of the sensitivity to the natural world. (II.1.h.6)
Describe the historical, political, and social affecting developments in science. (II.1.h.7)
6
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Physics Process Skills
Semester One
District Core Outcome
Performance Indicators
Time/Pace
1. Investigate quantitatively
and qualitatively the
fundamental properties of
matter.
Design and perform a lab
investigation using
measuring techniques to
determine mass, volume and
density.
7 periods
Michigan Science Curriculum Framework Benchmarks
(Not addressed in the Michigan Science Curriculum
Framework Benchmarks)
National Science Educational Standards
Understanding about Scientific Inquiry
Mathematics is essential in scientific inquiry.
Mathematical tools and models guide and improve the
posing of questions, gathering data, constructing
explanations and communicating results. (p. 176)
7
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Physics Process Skills
Activities/Strategies
Semester One
Text/Instructional Materials
1.1
State and differentiate fundamental
and derived units.
1.2
Measure, interpret and convert
standard and metric measurements.
1.3
Add, subtract, multiply and divide small
and large numbers.
1.4
Perform basic mathematical operations
with large and small numbers using
Merrill Physics Principles and Problems,
scientific notation.
Teacher Resource Master, Factor-Label
Method for Converting Units, p. 126 and
Dimensional Analysis, p. 127.
1.5
Demonstrate the use of significant
digits in recording measured data.
Glencoe Physics Principles & Problems,
Laboratory Manual, Pocket Lab. 2-1.
Measuring Length, pp. 5-7.
Glencoe Physics Principles & Problems,
TE, Physics Journal, p. 27.
Manipulate algebraic equations and
derived units.
Glencoe Physics Principles & Problems,
Appendix A, p. 740.
Distinguish between independent and
dependent variables.
Glencoe Physics Principles & Problems
Physics Skills, pp. 27-32 and pp. 37-38.
Text Pocket Lab: How Far Around, p. 31.
TE, Demonstration 2-2, pp. 34-35.
1.6
1.7
1.8
Plot and interpret linear, parabolic and
hyperbolic relationships.
Glencoe Physics Principles & Problems,
Chapter 2, pp. 16-41.
Text Pocket Lab: How Good is Your Eye?
p. 19.
Transparency Masters and Worksheets,
Time and Mass Scales, pp. 3-4.
Physics Skills, pp. 1-14.
Study Guide: A Mathematical Toolkit,
pp. 7-9.
8
Sample Assessment Items (Reference)
Glencoe Physics, Principles & Problems,
Critical Thinking: Direct and Indirect
Measurements, pp. 2-3.
Glencoe Physics Principles & Problems,
Chapter 2 Review, pp. 37-39.
Chapter 2 Assessment: A Mathematical
Toolkit, pp. 5-8.
Glencoe Physics Principles & Problems TE,
Chapter 2, Skill Assessment, p. 26.
Section Review 2.2, p. 29, #3 and 4.
Merrill Physics Principles and Problems,
Teacher Resource Master, Review Chapter
2, p. 153.
Glencoe Physics Principles & Problems,
Laboratory Manual, Mystery Plot, p. 32.
Chapter 2 Section Review, p. 36, #34.
Chapter 2 Chapter Review, pp. 38-41.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Describing Motion
District Core Outcome
2. Perform experiments and
calculations to describe the
relationships between applied
force, mass and acceleration
of moving objects in one or
more dimensions.
Semester One
Performance Indicators
Create pictorial and
physical models for
selected problems
involving objects in
motion.
Time/Pace
5 periods
Michigan Science Curriculum Framework Benchmarks
Explain energy conversions in moving objects and
machines. (IV.3.h.2)
National Science Educational Standards
Motions and Forces
Design and perform an
investigation to measure
the velocity and
acceleration of a moving
object mathematically
and graphically.
Objects change their motion only when a net force is
applied. Laws of motion are used to calculate
precisely the effects of force on the motion of
objects. The magnitude of the change in motion can
be calculated using the relationship F=ma, which is
independent of the nature of force. Whenever one
object exerts force on another, a force equal in
magnitude and opposite in direction is exerted on the
first object. (pp. 179-180)
Design and perform an
investigation that tests
Newton’s 1st, 2nd and 3rd
Laws of Motion.
Determine the coefficient
of kinetic friction between
a block and a board.
(Materials: Board, block,
unknown masses, spring
scale)
Determine the coefficient
of static friction between
a block and a board.
(Materials: Board, block,
protractor.)
9
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Describing Motion
Activities/Strategies
Semester One
Text/Instructional Materials
Sample Assessment Items (Reference)
2.1 Describe motion by means of
pictorial and particle diagrams.
Glencoe Physics Principles and Problems,
Chapter 3 Describe Motion, pp, 42-61.
Pocket Lab: Rolling Along, p. 50.
Pocket Lab: Swinging, p. 55.
Glencoe Physics Principles and Problems,
Chapter 3.1 Section Review, #1, 2, 3, p. 46.
Skill Assessment, p. 45
2.2 Design a model that represents a
moving object. (Model is to develop
skills in observations,
measurement and space-time
relationship.)
Glencoe Physics Principles and Problems,
Design Your Own Lab: Notion of Motion,
p. 58.
How It Works: Speedometers, p. 52.
Glencoe Physics Principles and Problems,
Chapter 3 Review, Reviewing Concepts
Section 32 # 3-5, p. 60.
Glencoe Physics Principles and Problems
Enrichment, Free Fall, pp. 5-6.
Glencoe Physics Principles and Problems,
Chapter 3.2, Section Review, # 1, 2, 3, and
4, p. 51.
2.3 Compare and contrast distance
and displacement and differentiate
between scalar and vector
quantities.
Glencoe Physics Principles and Problems,
Chapter 3 Review Problems, Section #3,
Level 1 # 17-19 and Level 2 # 20-23.
2.4 Define, compare and contrast
speed, velocity (instantaneous and
average) and acceleration.
2.5 Plot, analyze and interpret positiontime graphs.
Glencoe Physics Principles and Problems,
Chapter 5.1, Graphing Motion in One
Dimension, pp. 82-88.
10
Glencoe Physics Principles and Problems,
Chapter 5 Review, Reviewing Concepts,
Section 5.1 # 1, p.107.
5.1 Section Review # 1.1 p. 89.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces
Vector Addition & Modeling Motion Graphically
Semester One
District Core Outcome
Performance Indicators
Time/Pace
2. Perform experiments and
calculations to describe
the relationships
between applied force,
mass and acceleration of
moving objects in one or
more dimensions.
Create pictorial and physical
models for selected problems
involving objects in motion.
12 periods
Michigan Science Curriculum Framework Benchmarks
Explain energy conversions in moving objects and
machines. (IV.3.h.2)
National Science Educational Standards
Design and perform an
investigation to measure the
velocity and acceleration of a
moving object mathematically
and graphically.
Motions and Forces
Objects change their motion only when a net force is
applied. Laws of motion are used to calculate precisely
the effects of force on the motion of objects. The
magnitude of the change in motion can be calculated
using the relationship F=ma, which is independent of the
nature of force. Whenever one object exerts force on
another, a force equal in magnitude and opposite in
direction is exerted on the first object. (pp. 179-180)
Design and perform an
investigation that tests
Newton’s 1st, 2nd and 3rd
Laws of Motion.
Determine the coefficient of
kinetic friction between a
block and a board.
(Materials: Board, block,
unknown masses, spring
scale)
Determine the coefficient of
static friction between a block
and a board. (Materials:
Board, block, protractor)
11
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces
Vector Addition & Modeling Motion Graphically
Activities/Strategies
2.6 Solve vector quantities, using the two –
dimension coordinate system.
Semester One
Text/Instructional Materials
Glencoe Physics Principles & Problems,
Chapter 3.2, Where and When?,
pp. 47-51. Chapter 4.2 Components of
Vectors, pp. 72-76.
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Chapter 4 Review, Problems Section 4.1,
Level 1 #20 and #22.
Merrill Physics Principles & Problems
Teacher Resource Master, Chapter 4,
Vectors, pp. 92-109.
2.7 Solve graphically (draw) and
algebraically the sum of two or more
vector quantities.
Glencoe Physics Principles & Problems,
Chapter 4.1 Properties of Vectors, Review
Sections, 1.1 – 1.4.
Glencoe Physics Principles & Problems,
Chapter 4.2 Components of Vectors,
pp. 72-76.
2.8 Calculate and solve speed, velocity and
acceleration problems using
mathematical relationships and pictorial
representations.
Glencoe Physics Principles & Problems,
Chapter 5.2 Graphing Velocity in One
Dimension, pp. 80-93.
Chapter 5.3 Acceleration, pp. 94-97.
Glencoe Physics Principles & Problems,
Design Your Own Physics Lab: Ball and
Car Race, p. 100.
12
Glencoe Physics Principles & Problems
Enrichment, Adding Vectors, pp. 7-8.
Glencoe Physics Principles and Problems,
Chapter 4 Review Problems Section 4.1,
Level 1, #23, p. 78.
Glencoe Physics Principles & Problems,
Chapter 5.2 Pocket Lab: A Ball Race,
p. 91.
Pocket Lab: Bowling Ball Displacement,
p. 93.
Chapter 5.3 Section Review, 3.2a, 6,
p. 103.
Glencoe Physics Principles & Problems
Enrichment, Conservation of Momentum,
pp. 17-18.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces
Laws of Motion
District Core Outcome
2. Perform experiments and
calculations to describe
the relationships between
applied force, mass and
acceleration of moving
objects in one or more
dimensions.
Semester One
Performance Indicators
Time/Pace
Create pictorial and physical
models for selected problems
involving objects in motion.
10 periods
Michigan Science Curriculum Framework Benchmarks
Explain energy conversions in moving objects and
machines. (IV.3.h.2)
National Science Educational Standards
Motions and Forces
Design and perform an
investigation to measure the
velocity and acceleration of a
moving object mathematically
and graphically.
Objects change their motion only when a net force is
applied. Laws of motion are used to calculate precisely
the effects of force on the motion of objects. The
magnitude of the change in motion can be calculated
using the relationship F=ma, which is independent of
the nature of force. Whenever one object exerts force
on another, a force equal in magnitude and opposite in
direction is exerted on the first object. (pp. 179-180)
Design and perform an
investigation that tests
Newton’s 1st, 2nd and 3rd
Laws of Motion.
Determine the coefficient of
kinetic friction between a
block and a board.
(Materials: Board, block,
unknown masses, spring
scale)
Determine the coefficient of
static friction between a block
and a board. (Materials:
Board, block, protractor)
13
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces.
Laws of Motion
Activities/Strategies
Semester One
Text/Instructional Materials
Sample Assessment Items (Reference)
2.9 Differentiate between contact forces and
long-range forces.
Glencoe Physics Principles & Problems,
Chapter 6.1 Force and Motion,
pp. 118-125.
Pocket Lab: How Far is Forever?,
p. 119.
Chapter 6.2 Using Newton’s Laws,
pp. 126-136;
Pocket Lab: Friction Depends on What?
p. 129.
Glencoe Physics Principles & Problems,
Chapter 6-1, Section Review, p. 125,
#1.1 – 1.5,. Chapter 6-2 Section Review
2.4, p. 136.
2.10 Compare and contrast the mass and
weight of an object.
Glencoe Physics Principles & Problems,
Chapter 6.2 Using Newton’s Law,
pp. 126-136.
Glencoe Physics Principles & Problems
Enrichment:
The Energy of a Projectile, pp. 21-22 and
Calorimetry, p. 23.
2.11 Describe and explain Newton’s First
Law of Motion.
Glencoe Physics Principles & Problems,
Chapter 6.1, Forces and Motion,
pp. 118-125.
6.2 Using Newton’s Law, pp. 126-136.
14
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces.
Laws of Motion
District Core Outcome
2. Perform experiments and
calculations to describe
the relationships between
applied force, mass and
acceleration of moving
objects in one or more
dimensions.
Semester One
Performance Indicators
Create pictorial and physical
models for selected problems
involving objects in motion.
Time/Pace
10 periods
Michigan Science Curriculum Framework Benchmarks
Explain energy conversions in moving objects and
machines. (IV.3.h.2)
National Science Educational Standards
Design and perform an
investigation to measure the
velocity and acceleration of a
moving object mathematically
and graphically.
Motions and Forces
Objects change their motion only when a net force is
applied. Laws of motion are used to calculate precisely
the effects of force on the motion of objects. The
magnitude of the change in motion can be calculated
using the relationship F=ma, which is independent of
the nature of force. Whenever one object exerts force
on another, a force equal in magnitude and opposite in
direction is exerted on the first object. (pp. 179-180)
Design and perform an
investigation that tests
Newton’s 1st, 2nd and 3rd
Laws of Motion.
Determine the coefficient of
kinetic friction between a
block and a board.
(Materials: Board, block,
unknown masses, spring
scale)
Determine the coefficient of
static friction between a block
and a board. (Materials:
Board, block, protractor)
15
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces.
Laws of Motion
Activities/Strategies
2.12 Assess the relationship of acceleration
versus force and acceleration versus
mass.
2.13 Analyze the interaction of (paired)
forces as applied to Newton’s Third
Law.
Semester One
Text/Instructional Materials
Glencoe Physics Principles & Problems,
Chapter 6.2, Using Newton’s Law,
pp. 126-136.
Pocket Lab: Friction Depends On What?
p. 129.
Pocket Lab: Upside Down Parachute,
p. 133.
Glencoe Physics Principles & Problems
Laboratory Manual, 6-2 Design Your Own
Physics Lab, pp. 37-40.
Glencoe Physics Principles & Problems,
Chapter 6-3 Interaction Forces,
pp. 138-141.
Pocket Lab: Stopping Forces, p. 141.
How It Works: Piano, p. 142.
16
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems
Enrichment, Inertia and Magic, pp. 11-12.
Glencoe Physics Principles & Problems,
6.2 Section review, p. 136, #4.
Glencoe Physics Principles & Problems,
Physics Lab: Elevator Ride, p. 137.
TE, Assessment, p. 137, #1, # 2.
Glencoe Physics Principles & Problems
Advanced Concepts in Physics Booklet,
Advanced Concepts in Physics 1, pp. 1-8.
Chapter Assessment Booklet, Chapter 6
Assessment, p. 25, # 1,2 and 3.
Critical Thinking: Forces and Flight, p. 9.
Glencoe Physics Principles & Problems,
Chapter 6 Review Problems, Section 6.16-3, pp. 145-147.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces.
Two Dimension, Projectile & Circular
District Core Outcome
2. Perform experiments and
calculations to describe
the relationships between
applied force, mass and
acceleration of moving
objects in one or more
dimensions.
Semester One
Performance Indicators
Time/Pace
Create pictorial and physical
models for selected problems
involving objects in motion.
12 periods
Michigan Science Curriculum Framework Benchmarks
Explain energy conversions in moving objects and
machines. (IV.3.h.2)
National Science Educational Standards
Design and perform an
investigation to measure the
velocity and acceleration of a
moving object mathematically
and graphically.
Motions and Forces
Objects change their motion only when a net force is
applied. Laws of motion are used to calculate precisely
the effects of force on the motion of objects. The
magnitude of the change in motion can be calculated
using the relationship F=ma, which is independent of
the nature of force. Whenever one object exerts force
on another, a force equal in magnitude and opposite in
direction is exerted on the first object. (pp. 179-180)
Design and perform an
investigation that tests
Newton’s 1st, 2nd and 3rd
Laws of Motion.
Determine the coefficient of
kinetic friction between a
block and a board.
(Materials: Board, block,
unknown masses, spring
scale)
Determine the coefficient of
static friction between a block
and a board. (Materials:
Board, block, protractor)
17
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces.
Two Dimension, Projectile & Circular
Activities/Strategies
Semester One
Text/Instructional Materials
Sample Assessment Items (Reference)
2.14 Analyze the motion and forces acting
on an object when placed on an
inclined plane with and without friction.
Glencoe Physics Principles & Problems,
Chapter 7.1 Forces in Two Dimensions,
pp. 150-154.
Transparency Masters and Worksheets,
9 Forces on an Inclined Plane, pp. 19-20.
Glencoe Physics Principles & Problems
TE, Physics Journal, p. 153.
Glencoe Physics Principles & Problems
Enrichment, 7 Coefficient of Friction,
pp. 13-14.
2.15 Identify the vertical and horizontal
components of a projectile and
determine algebraically its components.
Glencoe Physics Principles & Problems,
Chapter 7-2 Projectile Motion,
pp. 155-162.
Transparency Masters and Worksheets,
10 The Trajectory of a Projectile,
pp. 21-22.
Glencoe Physics Principles & Problems
TE, Assessment, p. 157.
Chapter 7.2 Pocket Lab, Where the Ball
Bounces, p. 161.
2.16 Describe and explain the relationship
between an object’s speed, mass and
acceleration while traveling in a circular
path.
Glencoe Physics Principles & Problems,
Chapter 7.3 Circular Motion, pp. 163-168.
Glencoe Physics Principles & Problems,
Physics & Technology, Looping Roller
Coasters, Thinking Critically, p. 167.
18
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces.
Planetary Motion & Universal Gravitation
District Core Outcome
3. Design and conduct
experiments to verify
theories of planetary
motion.
Performance Indicators
Research the uses of
Kepler’s Laws of Planetary
Motion and Newton’s Law of
Universal Gravitation to
explain the motion of orbiting
satellites.
Semester One
Time/Pace
5 periods
Michigan Science Curriculum Framework Benchmarks
(Not addressed in the Michigan Science Curriculum
Framework Benchmarks)
National Science Educational Standards
Motions and Forces
Objects change their motion only when a net force is
applied. Laws of motion are used to calculate precisely
the effects of force on the motion of objects. The
magnitude of the change in motion can be calculated
using the relationship F=ma, which is independent of
the nature of force. Whenever one object exerts force
on another, a force equal in magnitude and opposite in
direction is exerted on the first object. (pp. 179-180)
Gravitation is a universal force that each mass exerts
on any other mass. The strength of the gravitational
attractive force between two masses is proportional to
the masses and inversely proportional to the square of
the distance between them. (p. 180)
19
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces.
Planetary Motion & Universal Gravitation
Activities/Strategies
3.1 Analyze and explain Kepler’s three Laws
of Planetary Motion.
Semester One
Text/Instructional Materials
Glencoe Physics Principles & Problems,
Chapter 8.1 Motion in the Heavens and
on Earth, pp. 176-184.
Transparency Masters and Worksheets,
11 Kepler’s Second Law, pp. 23, 24.
Laboratory Manual, Kepler’s Laws,
pp. 57-62.
3.2 Analyze mathematically and conceptually Glencoe Physics Principles & Problems,
Newton’s Law of Universal gravitation.
Transparency Masters and Worksheet,
12 Gravitation, pp. 25-26.
3.3 Calculate the speed and period of
Pocket Lab: Weight in a Tree Fall, p. 188.
orbiting objects.
TE, Demonstration 8-2, p. 190.
TE, Assessment Skill, p. 190.
Study Guide 8 Universal Gravitation,
pp. 43-48.
20
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Pocket Lab: Strange Orbit, pp. 177.
Physics Lab: The Orbit, p. 179.
Supplemental Problems, 4-10, pp. 65-67.
Glencoe Physics Principles & Problems,
Supplemental Problems, Chapter 8, 1-3,
p. 65.
Critical Thinking Booklet, Acceleration Due
to Gravity, pp. 11-12.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Conservation of Momentum
District Core Outcome
4. Design and conduct
experiments that explain
and verify energy
conversions in
moving objects and
machines.
Semester One
Performance Indicators
Time/Pace
Research the use of safety
belts in cars verifying,
through illustration, the forces
exerted on a person during a
car crash.
9 periods
21
Michigan Science Curriculum Framework Benchmarks
Explain energy conversions in moving objects and
machines. (IV3.h.2)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Conservation of Momentum
Activities/Strategies
4.1 Define momentum and analyze the
impulse of a given object.
4.2 Compare and contrast elastic and
inelastic collisions.
4.3 Use and apply Newton’s Third Law of
Motion in relationship to Conservation of
Momentum in collisions and explosions.
Semester One
Text/Instructional Materials
Glencoe Physics Principles & Problems,
Chapter 9 Momentum and Its
Conservation, pp. 200-216.
Pocket Lab: Cart Momentum, p. 205.
Study Guide, 9 Momentum and Its
Conservation, pp. 49-54.
Glencoe Physics Principles & Problems,
TE, Demonstration 9-2, pp. 208-209.
Pocket Lab: Skateboard Fun, p. 208.
Glencoe Physics Principles & Problems
Transparency Booklet, 13 Conservation
of Momentum in Two Dimensions,
pp. 27-28.
22
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Section Review, p. 206, # 4 and 5.
Glencoe Physics Principles & Problems ,
TE, Skill Assessment, p. 209.
Enrichment Booklet, pp. 17-18, # 9.
Glencoe Physics Principles & Problems ,
TE, Performance Assessment p. 212.
Section Review, p. 216, #4.
Tech Prep Applications, Momentum
Conservation, pp. 13-16.
Glencoe Physics Principles & Problems ,
TE, Assessment, pp. 39-44.
Chapter Review, pp. 217-221.
Supplemental Problems, pp. 69-71.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces & Conservation of Energy
District Core Outcome
4. Design and conduct
experiments that explain
energy conversions in
moving objects and
machines.
Semester One
Performance Indicators
Time/Pace
Research the use of safety
belts in cars verifying,
through illustration, the forces
exerted on a person during a
car crash.
9 periods
23
Michigan Science Curriculum Framework Benchmarks
Explain energy conversions in moving objects and
machines. (IV3.h.2)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Forces & Conservation of Energy
Activities/Strategies
Semester One
Text/Instructional Materials
4.4 Define energy and differentiate between
potential and kinetic energy.
Glencoe Physics Principles & Problems
Transparency Masters and Worksheets,
15 Energy Transfer, pp. 31-32.
Critical Thinking, Endless Energy, p. 16.
Pocket Lab Energy in Coins, p. 249.
Study Guide, 11 The Many Forms of
Energy, pp. 62-64.
4.5 Solve problems applying the Law of
Conservation of Energy.
Glencoe Physics Principles & Problems,
Chapter 11 Energy, pp. 247-266.
TE, Demonstration 11-2, pp. 260-261.
Study Guide, Chapter 11-2: Conservation
of Energy, pp. 65-66.
24
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems
Enrichment Booklet, The Energy of a
Projectile, pp. 21-22.
Design Your Own Physics Lab: Down the
Ramp, p. 257.
Supplemental Problems, pp. 18-19.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Work & Machines
District Core Outcome
5a Confirm methods of
energy conservation and
relate to alternative
energy sources.
5b Quantitatively and
qualitatively analyze the
energy transformation and
flow through biotic and
abiotic systems using the
appropriate laws of
physics.
Semester One
Performance Indicators
Time/Pace
Design and perform an
investigation that determines
the amount of work done and
power generated when
walking and jogging on a flat
surface and climbing two
flights of stairs. Determine
which is the most effective in
joule reduction.
9 periods
25
Michigan Science Curriculum Framework Benchmarks
Explain energy conversions in moving objects and
machines. (IV3.h.2)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Work & Machines
Activities/Strategies
5.1 Define work and relate to the Law of
Conservation of Energy.
Semester One
`
Text/Instructional Materials
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Chapter 10 Energy, Work, and Simple
Machines, pp. 224-240.
Pocket Lab: Working Out, p. 225.
Pocket Lab: An Incline Mass, p. 22.
Chapter Practice Problems, pp. 227, 229
and 231.
Glencoe Physics Principles & Problems,
Chapter 10.1 Section Review: Critical
Thinking, p. 231.
Supplemental Problems, Chapter 10,
pp. 72-73.
Chapter Assessment, Energy, Work, and
Simple Machines, pp. 45-48.
5.4 Compare and contrast simple and
complex machines.
Glencoe Physics Principles & Problems
Laboratory Manual, 10-1 Physics Lab:
Pulleys, pp. 71-74.
Pocket Lab: Wheel & Axle, p. 236.
Glencoe Physics Principles & Problems
TE, Performance Assessment, p. 226.
Enrichment 10, The Efficiency of a Pulley
System, pp. 19-20.
5.5 Analyze compound machines in terms of
simple machines.
5.6 Define and solve ideal and actual
mechanical advantages and efficiency.
Glencoe Physics Principles & Problems
Transparency Masters and Worksheets,
14 Simple Machines, pp. 29-30;
Tech Prep Applications, Robotics,
pp. 17-18.
5.7 Relate the concepts of simple and
complex machines to the human body.
Glencoe Physics Principles & Problems
TE, Focus: Discrepant Event, p. 234.
5.2 Algebraically solve problems for work.
5.3 Differentiate between work and power
and solve related problems.
Glencoe Physics Principles & Problems,
Chapter 10 Review, pp. 241-245.
Study Guide, Chapter 10, pp. 55-60.
26
Glencoe Physics Principles & Problems,
Supplemental Problems, #13-15, p. 73.
TE, Assessment Knowledge, p. 238.
Glencoe Physics Principles & Problems,
Design Your Own Lab: Your Power, p. 232.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Thermal Energy
District Core Outcome
5a Confirm methods of
energy conservation and
relate the to alternative
energy sources.
5b Quantitatively and
qualitatively analyze the
energy transformation and
flow through biotic and
abiotic systems using the
appropriate laws of
physics.
Semester One
Performance Indicators
Time/Pace
Design and perform an
investigation that determines
the amount of work done and
power generated when
walking and jogging on a flat
surface and climbing two
flights of stairs. Determine
which is the most effective in
joule reduction.
4 periods
27
Michigan Science Curriculum Framework Benchmarks
Explain energy conversions in moving objects and
machines. (IV3.h.2)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Thermal Energy
Activities/Strategies
5.8
5.9
Distinguish and convert among the
three temperature scales.
Demonstrate the Law of Conservation
of Energy through Specific Heat, Heat
of Vaporization and Heat of Fusion.
5.10 Investigate the First and Second
Laws of Thermodynamics.
Semester One
Text/Instructional Materials
Glencoe Physics Principles & Problems,
Chapter 12 Thermal Energy, pp. 274-294.
Glencoe Physics Principles & Problems
Transparency Masters and Worksheets,
16 Kelvin Scale, pp. 33-34.
17 Three Temperature Scales, pp. 35-36.
Glencoe Physics Principles & Problems,
Pocket Lab: Melting, p. 284.
Study Guide 12 p. 69, #21-31.
Glencoe Physics Principles & Problems
Transparency Masters and Worksheets,
18 A Heat Pump, pp. 37-38.
19 Change of State Graph, pp. 39-40.
Glencoe Physics Principles & Problems,
Pocket Lab: Cool Times, p. 287.
Pocket Lab: Drip, Drip, Drip, p. 294.
Study Guide Chapter 12 Change of State
and Laws of Thermodynamics, pp. 70-72.
28
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Chapter Problems, Level 2, pp. 296-297.
Glencoe Physics Principles & Problems,
Physics Lab: Heating Up, p. 281.
Glencoe Physics Principles & Problems
Critical Thinking, Comparing Heat Engines,
pp. 17-18.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Second Semester
Waves
Properties
District Core Outcome
6a Research and design
experiments related to
waves and their technical
application.
6b Perform experiments to
demonstrate the
geophysical applications
of the dynamics of the
earth’s interior.
Semester Two
Performance Indicators
Explain the relationship
between wavelength, speed
and frequency.
Time/Pace
5 periods
Michigan Science Curriculum Framework Benchmarks
Describe waves in terms of their properties, (IV.4.h.3)
National Science Education Standards
Conservation of energy and the Increase in
Disorder
Determine the frequency of
an unknown tuning fork.
All energy can be considered to be either kinetic
energy, which is the energy of motion; potential energy,
which depends on relative position; or energy
contained by a field, such as electromagnetic waves.
(p. 180)
29
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Properties
Semester Two
Activities/Strategies
Text/Instructional Materials
Sample Assessment Items (Reference)
6.1 Identify and explain the properties of
waves.
Glencoe Physics Principles & Problems,
Chapter 14 Waves and Energy Transfer,
pp. 328-343.
Glencoe Physics Principles & Problems
Enrichment, 14 Earthquake Waves
Velocities, pp. 27-28.
Transparency Masters and Worksheets,
21 Waves Properties, pp. 43-44.
Study Guide, Chapter 14 Wave
Properties, pp. 80-82.
Glencoe Physics Principles & Problems
TE, Connections to Architecture, Seismic
Upgrading, p. 331.
Physics & Society, Predicting
Earthquakes, p. 334.
Glencoe Physics Principles & Problems,
Design Your Own Lab: Waves on a Coiled
Spring, p. 330.
6.2 Calculate and solve problems using the
wave equation.
Glencoe Physics Principles & Problems,
Chapter 14 Review Problems Section
14.1, Levels 1 and 2, pp. 346-347.
Glencoe Physics Principles & Problems
Supplementary Problems, p. 22.
6.3 Identify and explain the behaviors of
waves (Supposition, refraction, reflection
and diffraction).
Glencoe Physics Principles & Problems
TE, Applying Physics: The Tacoma
Narrows Bridge, p. 342;
Study Guide, Chapter 14 Wave Behavior,
pp. 83-84;
Pocket Lab: Wave Reflections, p. 337.
Pocket Lab: Wave Interactions, p. 339.
Pocket Lab: Bent Out of Shape, p. 340.
Merrill Physics Principles & Problems
Teacher Resource Masters, The Collapse
30
Glencoe Physics Principles & Problems
TE, Assessment Performance, p. 341.
Chapter 14 Review Applying Concepts,
p. 346, #31.
Chapter 14 Problems Section 14-2 Level 1,
p. 347, #45.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Activities/Strategies
Text/Instructional Materials
of the Tacoma Bridge, p. 337.
31
Sample Assessment Items (Reference)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Light
District Core Outcome
7a Design and conduct
experiments that will
demonstrate how energy
from waves is stored and
transformed.
7b Examine and test the
various characteristics of
electromagnetic waves.
Semester Two
Performance Indicators
Determine the index of
refraction of an unknown
transparent substance.
(Materials: Semicircular cell,
transparent substance
(syrup, soft soap, etc.)
protractor, corkboard or
equivalent, pins).
Time/Pace
4 periods
Michigan Science Curriculum Framework Benchmarks
Describe waves in terms of their properties, (IV.4.h.3)
Explain how we see colors of objects. (IV.4.h.2)
Determine the focal length of
a converging mirror and
converging lens.
Determine the slit spacing on
a diffraction grating or the
groove spacing on a compact
disc.
Create an astronomical
telescope for the eye by
constructing models and
explaining the behavior of
light as it enters using ray
diagrams.
32
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Light
Semester Two
Activities/Strategies
Text/Instructional Materials
Sample Assessment Items (Reference)
7.1
Analyze the electromagnetic spectrum
relating frequency and wavelength.
Glencoe Physics Principles & Problems,
Chapter 16 Light, pp. 374-388.
Glencoe Physics Principles & Problems
Transparency Master and Worksheets, 27
Electromagnetic Spectrum, pp. 55-56.
Glencoe Physics Principles & Problems,
Chapter 16.1 Review Section 16-1
Problems p. 381, #1-4.
7.2
Describe the properties of light.
Glencoe Physics Principles & Problems,
Pocket Lab: Pinhole Camera, p. 377.
Study Guide, Chapter 16.1 Light
Fundamentals, pp. 92-93.
Glencoe Physics Principles & Problems,
Chapter 16 Review Problems, pp. 389-391.
7.3
Calculate problems using the inverse
square relationship.
Glencoe Physics Principles & Problems,
Chapter 16, Review Problems, Level 1,
pp. 390-391.
Glencoe Physics Principles & Problems
TE, Demonstration 16-1, pp. 378-379.
7.4
Differentiate between formation of
color by light and by pigment.
7.5
Differentiate between primary and
secondary color.
Glencoe Physics Principles & Problems
Transparency Master and Worksheets, 25
The Four Color Process, pp. 51-52.
26 Polarizing Light, pp. 53-54.
Merrill Physics Principles & Problems
Teacher Resource Masters Enrichment
17-1 Lights and Shadows, p. 361.
17-2 Polarization of Light, p. 362.
Glencoe Physics Principles & Problems
Study Guide, Chapter 16.2, Light and
Matter, pp. 94-96.
33
Glencoe Physics Principles & Problems,
Chapter 16.2, Section Review, p. 388.
Chapter 16, Chapter Review Problems,
pp. 390-391.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Reflection & Refraction
District Core Outcome
7a Design and conduct
experiments that will
demonstrate how energy
from waves is stored and
transformed.
7b Examine and test the
various characteristics of
electromagnetic waves.
Semester Two
Performance Indicators
Determine the index of
refraction of an unknown
transparent substance.
(Materials: Semicircular cell,
transparent substance
(syrup, soft soap, etc.)
protractor, corkboard or
equivalent, pins).
Time/Pace
10 periods
Michigan Science Curriculum Framework Benchmarks
Describe waves in terms of their properties, (IV.4.h.3)
Explain how we see colors of objects. (IV.4.h.2)
Determine the focal length of
a converging mirror and
converging lens.
Determine the slit spacing on
a diffraction grating or the
groove spacing on a compact
disc.
Create an astronomical
telescope for the eye by
constructing models and
explaining the behavior of
light as it enters using ray
diagrams.
34
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Reflection & Refraction
Activities/Strategies
Semester Two
Text/Instructional Materials
Sample Assessment Items (Reference)
7.6 Compare and contrast reflection and
refraction of waves.
Glencoe Physics Principles & Problems,
Chapter 17 Reflection and Refraction,
pp. 394-409.
Pocket Lab: Reflection, p. 394.
Pocket Lab: Bending of Light, p. 399.
Pocket Lab: Refraction, p. 400.
TE Physics Journal, p. 395.
Glencoe Physics Principles & Problems
TE, Knowledge Assessment, p. 399,
#1 and 2.
7.7 Validate the Law of Reflection and
Snell’s Law.
Glencoe Physics Principles & Problems
TE, Physics Journal, p. 400.
Pocket Lab: Cool Images, p. 404.
Transparency Masters and Worksheets,
28 Index of Refraction, pp. 57-58.
Enrichment,17 Refraction, pp. 33-34.
Glencoe Physics Principles & Problems,
Chapter 17.1 Section Review, p. 402, #1-4.
TE, Critical Thinking, p. 406.
Chapter 17 Review, pp. 411-412.
Glencoe Physics Principles & Problems
Study Guide, 17 Reflection and
Refraction, pp. 97-102;.
Laboratory Manual, Snell’s Law,
pp. 125-128.
Glencoe Physics Principles & Problems,
Chapter 17.2 Section Review p. 409, #1-4.
Chapter 17 Review, pp. 412-413.
7.8 Investigate uses of the Index of
Refraction.
7.9 Explain the effects caused by reflected
and refracted light.
35
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Mirrors & Lenses
District Core Outcome
7a Design and conduct
experiments that will
demonstrate how energy
from waves is stored and
transformed.
7b Examine and test the
various characteristics of
electromagnetic waves.
Semester Two
Performance Indicators
Determine the index of
refraction of an unknown
transparent substance.
(Materials: Semicircular cell,
transparent substance
(syrup, soft soap, etc.)
protractor, corkboard or
equivalent, pins).
Time/Pace
10 periods
Michigan Science Curriculum Framework Benchmarks
Describe waves in terms of their properties, (IV.4.h.3)
Explain how we see colors of objects. (IV.4.h.2)
Determine the focal length of
a converging mirror and
converging lens.
Determine the slit spacing on
a diffraction grating or the
groove spacing on a compact
disc.
Create an astronomical
telescope for the eye by
constructing models and
explaining the behavior of
light as it enters using ray
diagrams.
36
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Mirrors & Lenses
Activities/Strategies
Semester Two
Text/Instructional Materials
7.10 Compare and contrast real and virtual
images for mirrors and lenses.
Glencoe Physics Principles & Problems,
Chapter 18 Mirrors and Lenses, pp. 416438.
Pocket Lab: Where’s the Image?, p. 417.
Pocket Lab: Real or Virtual? p. 418.
Pocket Lab: Focal Point, p. 419.
Pocket Lab: Makeup, p. 420.
Pocket Lab: Burned Up, p. 425.
Pocket Lab: Fish Eye Lens, p. 432.
Pocket Lab: Bright Ideas, p. 435.
Glencoe Physics Principles & Problems
Transparency Masters and Worksheets,
29 Image Formation by Lenses and
Mirrors, p. 60-61.
7.11 Differentiate images formed when using
concave, convex or plain mirrors and
lenses.
Glencoe Physics Principles & Problems
Laboratory Manual, 18-1 Physics Lab:
Concave and Convex Mirrors,
pp. 129-134.
7.12 Calculate image location using ray
diagrams.
37
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Demonstration 18-2, pp. 422-423.
Assessment Skill, p. 423.
Chapter 18 Review, pp. 439-441.
Its About Time, Active Physics – Medicine,
Chapter 2 Vision, Activity Three:
Refraction, pp. M 84-90.
Glencoe Physics Principles & Problems,
Chapter 18.2 Section Review 2.2, p.438,
#2,4.
Chapter Review Problems 18.1, p. 440.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Diffraction & Interference
District Core Outcome
7a Design and conduct
experiments that will
demonstrate how energy
from waves is stored and
transformed.
7b Examine and test the
various characteristics of
electromagnetic waves.
Semester Two
Performance Indicators
Determine the index of
refraction of an unknown
transparent substance.
(Materials: Semicircular cell,
transparent substance
(syrup, soft soap, etc.)
protractor, corkboard or
equivalent, pins).
Time/Pace
4 periods
Michigan Science Curriculum Framework Benchmarks
Describe waves in terms of their properties, (IV.4.h.3)
Explain how we see colors of objects. (IV.4.h.2)
Determine the focal length of
a converging mirror and
converging lens.
Determine the slit spacing on
a diffraction grating or the
groove spacing on a compact
disc.
Create an astronomical
telescope for the eye by
constructing models and
explaining the behavior of
light as it enters using ray
diagrams.
38
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Diffraction & Interference
Activities/Strategies
Semester Two
Text/Instructional Materials
7.13 Explore the practical application of
optical instruments.
Glencoe Physics Principles & Problems,
Chapter 18.2, Lenses, pp. 429-438.
7.14 Investigate common disorders of the
eye.
Glencoe Physics Principles & Problems
Transparency Masters and Worksheets,
30 Nearsightedness, Farsightedness and
Lenses, pp. 63-64.
7.15 Categorize the interference patterns
formed by single and double slits.
7.16 Investigate the practical uses of
diffraction grating.
Glencoe Physics Principles & Problems
Transparency Masters and Worksheets,
31Two-Slit Wave Interference, pp. 65-66.
32 Interference and Diffraction Involving
Slits, pp. 67-69.
Laboratory Manual, 19-1 Physics Lab:
Double-Slit Interference, pp. 141-144.
Glencoe Physics Principles & Problems
Study Guide, 19 Diffraction and
Interference of Light, pp. 109-114.
39
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems
TE, Checking for Understanding, p. 437.
Glencoe Physics Principles & Problems
Laboratory Manual, 18-2 Physics Lab:
Convex and Concave Lenses, pp. 135-140.
Glencoe Physics Principles & Problems
TE, Assessment Skill, p. 446.
Physics Lab: Wavelength of Colors, p. 446.
Glencoe Physics Principles & Problems
TE, Demonstration 19-2, pp. 454-455.
Performance Assessment, p. 455.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Sound
Semester Two
District Core Outcome
Performance Indicators
Time/Pace
8. Research and design
experiments related to the
technical application of
waves.
Design and perform an
investigation that
demonstrates the relationship
between the speed of sound
and temperature.
5 Periods
Glencoe Physics Principles &
Problems, Physics Lab:
Speed of Sound, p. 362
Glencoe Physics Principles &
Problems, TE, Assessment
Knowledge #1, 2, p. 362
40
Michigan Science Curriculum Framework Benchmarks
Describe waves in terms of their properties, (IV.4.h.3)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Waves
Sound
Semester Two
Activities/Strategies
8.1 Describe methods of sound production
and detection. (Properties of sound and
sound as music)
Text/Instructional Materials
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Chapter 15 Sound, pp. 350-367.
TE, Tech Prep, p. 352.
Transparency Masters and Worksheets,
22 Decibel Scale, pp. 45-46.
Laboratory Manual 15-1 Physics Lab: The
Sound Level of a Portable Radio or Tape
Player, pp. 101-104.
Laboratory Manual 15-2 Physics Lab:
Resonance in an Open Tube,
pp. 105-108.
Critical Thinking 15: Tuning a Guitar,
p. 21.
Glencoe Physics Principles & Problems,
Chapter 15.1 Section Review, p. 355, #1-3.
Chapter 15 Review Problems, pp. 369-371.
Chapter Assessment, 15 Sound, pp. 69-72.
8.2 Calculate problems using the wave
equation.
Glencoe Physics Principles & Problems,
Pocket Lab: Sound Off, p. 360.
TE Logical Mathematical, p. 367.
Transparency Masters and Worksheets,
24 Standing Waves in Pipes, pp. 49-50.
8.3 Describe the Doppler shift and relate to
real-world experiences.
Glencoe Physics Principles & Problems
Transparency Masters and Worksheets,
23 Doppler Shift, pp. 47-48.
41
Glencoe Physics Principles & Problems,
Chapter 15 Chapter Review, pp. 370-371.
Supplemental Problems, pp. 84-85.
Chapter Assessment, 15 Sound, pp. 69-7.
Glencoe Physics Principles & Problems,
Chapter 15-2 Section Review, p. 355, #2.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Electricity
Properties
Semester Two
District Core Outcome
Performance Indicators
Time/Pace
9a Explain the mechanics of
selected electric systems.
Design a security system for
a 5- room residence with 10
windows and 2 doors. Draw a
schematic that includes 1motion detector, series and
parallel circuits. Prepare a
schematic diagram for
presentation.
5 periods
9b Evaluate the risk/benefit
factors related to
technological advantage.
Given a diagram of a doorbell
that has an electro-magnet
as its main component.
Explain what causes the
repetitive movement of the
clapper when the button is
pushed.
42
Michigan Science Curriculum Framework Benchmarks
Explain how current is controlled in simple series and
parallel circuits. (IV.1.h.4)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Electricity
Properties
Semester Two
Activities/Strategies
9.1 Categorize charges and explain their
behavior.
9.2 Confirm the electrical nature of matter.
9.3 Solve problems using Coulomb’s Law.
Text/Instructional Materials
Glencoe Physics Principles & Problems,
Chapter 20 Static Electricity, pp. 462-479.
TE, Demonstration 20-1, p. 464.
Study Guide, 20: Static Electricity,
pp. 115-120.
Critical Thinking, Electrostatic Air
Cleaners, p. 26.
Laboratory Manual, 20-1 Physics Lab:
Investigating Static Electricity,
pp. 149-154.
Glencoe Physics Principles & Problems,
Pocket Lab: Charged Up, p. 471.
Pocket Lab: Reach Out, p. 472.
How It Works: Laser Printers, p. 473.
Glencoe Physics Principles & Problems
Transparency Masters and Worksheets,
33 Determination of Charge, pp. 71-72.
34 Charging by Induction, pp. 73-74.
43
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Physics Lab: What’s the Charge?, p. 467.
Section 20.1 Review, 1.1, 1.2, p. 466.
Chapter Review Problems, p. 466.
TE, Assessment Activity, p. 466.
Glencoe Physics Principles & Problems,
Section 20.2 Review, p. 476.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Electricity
Electric Fields & Current, Circuits and Uses
Semester Two
District Core Outcome
Performance Indicators
Time/Pace
9a Explain the mechanics of
selected electric systems.
Design a security system for
a 5- room residence with 10
windows and 2 doors. Draw a
schematic that includes 1motion detector, series and
parallel circuits. Prepare a
schematic diagram for
presentation.
13 periods
9b Evaluate the risk/benefit
factors related to
technological advantage.
Given a diagram of a doorbell
that has an electro-magnet
as its main component.
Explain what causes the
repetitive movement of the
clapper when the button is
pushed.
44
Michigan Science Curriculum Framework Benchmarks
Explain how current is controlled in simple series and
parallel circuits. (IV.1.h.4)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Electricity
Electric Fields & Current, Circuits and Uses
Activities/Strategies
9.4 Investigate and calculate the electrical
field surrounding charges.
Semester Two
Text/Instructional Materials
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Chapter 21, Electric Fields, pp. 480-505.
Pocket Lab: Electric Field, p. 484.
TE, Physics Journal Portfolio, p. 485.
Design Your Own Physics Lab: Charges,
Energy, and Voltage, p. 496.
TE, Portfolio, p. 490.
Chapter 21.1 Section Review, p. 487.
Transparency Masters and Worksheets,
35 Millikan’s Apparatus, pp. 75-76.
36 Sharing Charges, pp. 77-78.
Glencoe Physics Principles & Problems
TE, Performance Assessment, p. 491.
TE, Close Activity, p. 487.
Chapter 21 Review Problems, pp. 503-505.
Supplemental Problems, Chapter 21, p. 29.
Chapter Assessment, 21 Electric Fields,
pp. 99-102.
Enrichment, 21 The Capacitor, pp. 41-42.
45
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Electricity
Electric Fields & Current, Circuits and Uses cont.
Semester Two
District Core Outcome
Performance Indicators
Time/Pace
9a Explain the mechanics of
selected electric systems.
Design a security system for
a 5- room residence with 10
windows and 2 doors. Draw a
schematic that includes 1motion detector, series and
parallel circuits. Prepare a
schematic diagram for
presentation.
13 periods
9b Evaluate the risk/benefit
factors related to
technological advantage.
Given a diagram of a doorbell
that has an electro-magnet
as its main component.
Explain what causes the
repetitive movement of the
clapper when the button is
pushed.
46
Michigan Science Curriculum Framework Benchmarks
Explain how current is controlled in simple series and
parallel circuits. (IV.1.h.4)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Electricity
Electrical Fields & Current, Circuits and Uses cont.
Activities/Strategies
9.5 Apply Ohm’s Law to electric current.
9.6 Design / Interpret and construct
schematic diagrams of DC series and
parallel circuits.
9.7 Investigate uses of the electrical energy
in our society.
Semester Two
Text/Instructional Materials
Glencoe Physics Principles & Problems,
Chapter 22.1 Current and Circuits,
pp. 508-519.
Pocket Lab: Lighten Up, p. 512.
TE, Portfolio, p. 513.
Physics and Technology, p. 519.
TE, Physics Journal, p. 510.
Design Your Own Physics Lab: Mystery Cans,
p. 518.
Laboratory Manual 22-1 Physics Lab: Ohm’
Law, pp. 159-162.
Transparency Masters and Worksheets, 37
Circuit Symbols, pp. 79-80.
38 Circuits and Circuit Diagrams, pp. 81-82.
Study Guide, 22 Current Electricity,
pp, 127-132.
Glencoe Physics Principles & Problems,
Chapter 23.1 Simple Circuits, pp. 532-541.
Pocket Lab: Series Resistance p. 534.
Pocket Lab: Parallel Resistance, p. 539.
Transparency Masters and Worksheets,
39 Series Circuit/Parallel Circuit, pp. 83-84.
40 Combined Series/Parallel Circuits,
pp. 87-88.
41 Fuses, pp. 89-910.
Chapter 23-2 Demonstration, pp. 546-547.
How It Works: Electric Switch, p. 549.
Study Guide, 23: Series and Parallel Circuits,
pp. 133-138.
47
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Chapter 22.1 Pocket Lab: Running Out,
p. 516.
Section 22.1 Section Review, p. 519, #3.
Chapter 22 Chapter Review, pp. 527-529.
Chapter Assessment, 22: Current
Electricity, pp. 103-106.
Glencoe Physics Principles & Problems,
Chapter 23 Chapter Review, pp. 550-553.
TE, Assessment, p. 545.
Physics Lab: Circuits Lab, p. 545.
Pocket Lab: Ammeter, p.547 Resistance,
p. 547.
Section 23.1 Review p. 541, #4.
Section 23.2 Review p. 548, #1, 2.
Enrichment, 22, Resistance, pp. 43-44.
Enrichment, 23, Analyzing Circuits,
pp. 45-46.
Supplement Problems, 23, pp. 104-107.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Electricity
Magnetic Fields
Semester Two
District Core Outcome
Performance Indicators
Time/Pace
9a Explain the mechanics of
selected electric systems.
Design a security system for
a 5- room residence with 10
windows and 2 doors. Draw a
schematic that includes 1motion detector, series and
parallel circuits. Prepare a
schematic diagram for
presentation.
5 periods
9b Evaluate the risk/benefit
factors related to
technological advantage.
Given a diagram of a doorbell
that has an electro-magnet
as its main component.
Explain what causes the
repetitive movement of the
clapper when the button is
pushed.
48
Michigan Science Curriculum Framework Benchmarks
Explain how current is controlled in simple series and
parallel circuits. (IV.1.h.4)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Electricity
Magnetic Fields
Activities/Strategies
9.8 Describe properties and behaviors of
permanent and temporary magnets.
9.9 Analyze magnetic fields resulting from
variety of sources.
9.10 Diagram and calculate the force acting
in magnetic fields.
Semester Two
Text/Instructional Materials
Glencoe Physics Principles & Problems,
Chapter 24, Magnetic Fields,
pp. 556-574.
Pocket Lab: Monopoles? p. 557.
Pocket Lab: Funny Balls, p. 559.
TE Demonstration 24-1, p. 561.
Design Your Own Physics Lab: Coils and
Current, p. 562.
How It Works, p. 565.
Laboratory Manual 24-1 Design Your
Own Physics Lab: The Nature of
Magnetism, pp. 177-180.
Transparency Masters and Worksheets,
42 Right-Hand Rules, pp. 93-94.
Enrichment, 24 A Simple Meter,
pp. 47-48.
Study Guide 24 Magnetic Fields,
pp. 139-144.
Transparency Masters and Worksheets
43: Electric Motor/DC Generator,
pp. 95-96.
Laboratory Manual, 24-2 Physics Lab:
Principles of Electromagnetism,
pp. 183-184.
24-3 Design Your Own Physics Lab:
Variation in the Strength of
Electromagnets, pp. 385-388.
49
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Chapter 24 Review, pp. 575-579.
Chapter Assessment 24: Magnetic Fields,
pp. 111-114.
Chapter 24 Review, pp. 575-579.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Electricity
Electromagnetic Induction
Semester Two
District Core Outcome
Performance Indicators
Time/Pace
9a Explain the mechanics of
selected electric systems.
Design a security system for
a 5- room residence with 10
windows and 2 doors. Draw a
schematic that includes 1motion detector, series and
parallel circuits. Prepare a
schematic diagram for
presentation.
5 periods
9b Evaluate the risk/benefit
factors related to
technological advantage.
Given a diagram of a doorbell
that has an electro-magnetic
as its main component.
Explain what causes the
repetitive movement of the
clapper when the button is
pushed.
50
Michigan Science Curriculum Framework Benchmarks
Explain how current is controlled in simple series and
parallel circuits. (IV.1.h.4)
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Electricity
Electromagnetic Induction
Semester Two
Activities/Strategies
Text/Instructional Materials
9.11 Determine the relationship between a
magnetic field and an electrical current.
Glencoe Physics Principles & Problems,
Chapter 25 Electromagnetic Induction,
pp. 582-597.
Pocket Lab: Making Currents, p. 585.
Physics & Society: Electromagnetic Fields
(EMFs), p. 587.
Pocket Lab: Motor and Generator, p. 588.
TE, Physics Journal, p. 584.
Transparency Masters and Worksheets,
44: AC Generator
Study Guide, 25 Electromagnetic
Induction, pp. 145-150.
Laboratory Manual, 25-1 Physics Lab:
Electromagnetic Induction 1, pp. 189-192.
9.12 Solve problems involving electromotive
force.
9.13 Compare and contrast the principles of
motors and generators.
9.14 Solve problems using the transformer
equation.
Glencoe Physics Principles & Problems,
Chapter 25.2 Changing Magnetic Fields
Induce EMF, pp. 590-597.
Transparency Masters and Worksheets,
45: Lenz’s Law, pp. 99-100.
Pocket Lab: Slow Motor, p. 591.
Pocket Lab: Slow Magnet, p. 593.
TE, Physics Journal, p. 594.
25.2 Design Your Own Physics Lab:
Swinging Coils, p. 595.
Laboratory Manual, 25-2 Physics Lab:
Electromagnetic Induction 2, pp. 193-196.
51
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
Chapter 25.1 Section Review, p. 589.
Critical Thinking, 25: The Electric
Generator, p. 32.
Chapter Assessment, 25: Electromagnetic
Induction, pp. 115-118.
Enrichment, 25: The Induction Coil,
pp. 49-50.
TE, Assessment Skill, p. 595.
Chapter 25.2 Section Review, p. 597.
Chapter 25 Review, pp. 598-601.
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Modern Physics
Quantum Theory
District Core Outcome
10a Determine the
appropriateness and
usefulness of theories
related to subatomic
particles.
Semester Two
Performance Indicators
Time/Pace
Explain why fire gives off light
and why it stops when
doused with water.
5 periods
Michigan Science Curriculum Framework Benchmarks
Explain how elements differ, in terms of the structural
parts and electrical charges of atoms. (IV.1.h.3)
National Science Education Standards
Structure of Atoms
10b Use the Quantum
Theory to explain how
stars form and produce
energy.
The nuclear forces that hold the nucleus of an atom
together, at nuclear distances, are usually stronger
than the electric forces that would make it fly apart.
Nuclear reactions convert a fraction of the mass of
interacting particles into energy, and they can release
much greater amounts of energy than atomic
interactions. Fission is the splitting of a large nucleus
into smaller pieces. Fusion is the joining of two nuclei
at extremely high temperature and pressure, and is the
process responsible for the energy of the sun and other
stars. (p. 178)
52
DETROIT PUBLIC SCHOOLS
Curriculum Instructional Sequence and Pacing Chart
Grade 12 – Physics
Modern Physics
Quantum Theory
Activities/Strategies
10.1 Compare and contrast energy produced
by an excited particle and energy
produced by a wave.
10.2 Solve problems using quantum
equations.
Semester Two
Text/Instructional Materials
Glencoe Physics Principles & Problems,
Chapter 27 Quantum Theory,
pp. 626-640.
Pocket Lab: Glows in the Dark, p. 627.
Pocket Lab: See the Light, p. 630.
Physics Lab: Red Hot or Not? p. 634.
TE Physics Journal, p. 635.
Enrichment, 27: Quantum Fireworks,
p. 53.
Transparency Masters and Worksheets,
49: Photoelectric Cell, pp. 107-108.
Laboratory Manual, 27-1 Physics Lab:
Planck’s Constant, pp. 203-206.
Laboratory Manual, 27-2 Physics Lab:
The Photoelectric Effect, pp. 207-209;
TE Physics Journal, p. 638.
TE Demonstration 27-2, p. 638.
Study Guide, 27 Quantum Theory,
pp. 157-161.
53
Sample Assessment Items (Reference)
Glencoe Physics Principles & Problems,
TE Assessment Knowledge, p. 634, #1, 2.
Section 27.1 Review, p. 636, #3.
Critical Thinking, 27 Step by Step, p. 34.
Chapter Assessment, 27 Quantum Theory,
pp. 123-126.
Section 27.2 Review p. 640, #1.
Chapter 27 Review, p. 642-643, #11-35.
Supplement Problems, Chapter 27,
p. 114-115, #1-13.
TE, Assessment Question, p. 638.