MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

PHYSICS I Course Code: 200338001

BODY OF KNOWLEDGE: N: Nature of Science, LA: Language Arts, MA: Mathematics Pacing Date(s)TOPIC I: Scientific Thinking/Graphical Methods Traditional 6 days 08-24-15 to 08-31-15How do scientists model the physical world? Block 3 days 08-24-15 to 08-31-15

Pre-test 08-24-15 to 09-04-15NEXT GENERATION SUNSHINE STATE

STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLSStandard 1: The Practice of ScienceSC.912.N.1.1

Standard 2: The Characteristics of Scientific KnowledgeSC.912.N.2.2SC.912.N.2.4SC.912.N.2.5

Standard 3: The Role of Theories, Laws, Hypotheses, and ModelsSC.912.N.3.3SC.912.N.3.4SC.912.N.3.5

Standard 4: Science and SocietySC.912.N.4.1

Mathematics Clusters:MAFS.912.N-Q.1MAFS.912.N-VM.1MAFS.912.F-IF.2MAFS.912.F-IF.3MAFS.912.G-MG.1MAFS.912.S-ID.1MAFS.912.S-ID.2

Language Arts Clusters:MAFS.910.SL.1MAFS.910.SL.2MAFS.910.RST.1MAFS.910.RST.2MAFS.910.RST.3MAFS.910.RST.4MAFS.910.WHST.1MAFS.910.WHST.2MAFS.910.WHST.3MAFS.910.WHST.4

A. Review the Scientific Process1. Discuss possible steps during

investigations2. Discuss methods for reporting

investigations (i.e., lab reports, presentations, etc.)

B. Develop the Modeling Cycle through lab activities1. Experimental Design2. Data collection3. Graphical Analysis

C. Use Linearization to develop relationships1. Equation of a line2. Meaning of Slope

D. Use Dimensional Analysis to give meaning to physical quantities1. Dimension of a physical quantity2. Dimensional consistency

Apply and analyze the process of science.

Investigate daily activities that involve important areas within Physics.

Discuss and analyze how physical quantities consist of a numerical value and a unit

Investigate how to use appropriate tools and techniques in measurements (length, volume, mass, time interval, temperature)

Discuss the level of precision of measurements.

Develop skills of how treat units as algebraic quantities that can cancel each other.

Describe the function of models in science, and identify the wide range of models used in science.

Use dimensional analysis to check the validity of physics equations.

Interpret data in tables and graphs, recognize equatiosn that summarize data

Linearize data and use best fit lines to create mathematical models

Apply concepts to use observations and exploratory activities to identify variables and to develop problem statements.

Nature of Science, Math, and Language Arts benchmarks should be integrated

within appropriate topics throughout the year.

Textbook: Prentice Hall: Conceptual Physics, Hewitt. Ch. 1

Vocabulary: (see p. 2)precision, accuracy, dependent variable, dimensional analysis, hypothesis, independent variable, inverse relationship, line of best fit, linear relationship, precision, quadratic, significant digits,

Technology: (see p. 2)1. Pasco 2. Logger Pro (Vernier)3. Lectures online 4. Khan Academy 5. AMTA: Mechanics Unit I

Strategies: (see p. 2)Modeling pedagogy, Socratic dialogue, white-boarding, inquiry, cooperative groups.

o ELL:o Enrichment:o SPED:

Assessment: (see p. 2)1. Formal and Authentic2. Lab Reports

Labs: (see p. 2)1. Spaghetti Bridge Lab (AMTA)2. Pendulum Lab (AMTA)

Related Programs:

Division of Academics – Department of Science Page 1 of 17First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

PHYSICS I Course Code: 200338001

TOPIC I ADDITIONAL INSTRUCTIONAL TOOLSVocabulary:scientific law, scientific method, scientific theory.

Technology:5. The Physics Source: http://www.physicssource.org6. Teachers Domain: http://teachersdomain.org7. Online Conversion 8. Hyperphysics

Strategies: CRISS - Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL,

Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes , Think-Tac-Toe, Cooperative Learning, Exit Cards. Differentiated Instruction - Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning,

Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo Lab Strategies - Use the scientific method to analyze the variables in labs and report results in a proper lab write-up format; assign lab roles to student; Project

Director, Materials Manager, Technical Manager, Safety Director; and follow the district’s guideline for Power Writing in Science.

Assessment3. Cornell Style notes4. Class presentation

Labs:3. Lab Manuals from Pasco: http://www.pasco.com/resources/labdownloads/detail.cfm?manual=14. Lab Manuals from Vernier: http://www.vernier.com/cmat/cmatdnld.html

TOPIC I GIZMO CORRELATIONBENCHMARK GIZMO TITLESC.912.N.1.1 Fundamentals and measurementSC.912.N.1.2 Triple beam balance

Division of Academics – Department of Science Page 2 of 17First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

PHYSICS I Course Code: 200338001

Standard: SC.912.N.1.1 Video

Preview Scientific Inquiry

Scientific Method

Standard: SC.912.N.1.2

Video Early Physicists: Motion Physics Is the Root of Other Sciences

Scientific Order & Classification

Article Physics Atom and Atomic Theory

Standard: SC.912.N.2.2 Video

Pegasis 51

Standard: SC.912.N.2.3

Video Chinese Astrology Alchemy

Kepler and Astrology

Image An Alchemist in His Laboratory

Standard: SC.912.N.2.4

Video Newton versus Huygens Electromagnetic Waves

Standard: SC.912.N.2.5

Video Physics of Light Einstein & the Theory of Relativity

Wegner's Continental Drift Hypothesis Atomic Level of Scientific Inquiry

Image Albert Einstein (1879-1955). Sir Isaac Newton (1642-1727).

Marie Curie (1867-1934).

Division of Academics – Department of Science Page 3 of 17First Nine Weeks

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PHYSICS I Course Code: 200338001

Standard: SC.912.N.3.3

Video Atomic Level of Scientific Inquiry

Standard: SC.912.N.3.4

Video Theory and Law

Standard: SC.912.N.3.5

Video Computer Modeling

Image Geographic Model

Standard: SC.912.N.4.1

Video Manhattan Project

Standard: LAFS.1112.RST.

1.3Video

The Scientific Method: Hypothesis The Scientific Method: Experimentation

Standard: MAFS.912.A-

CED.1.4

Math Explanation

Equations and Formulas Using Formulas

Rewriting Formulas

Standard: MAFS.912.F-

IF.3.7Video

Graphing Linear Relations

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MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

PHYSICS I Course Code: 200338001

Standard: MAFS.912.N-

Q.1.1

Video

The Units of the Metric System Unit Equivalences & an Introduction to

Methods of Conversion Conversion by Moving Decimals Reviewing Metric Conversions Defining Fluid Volume Converting Fluid Units in the Metric

System Reviewing Fluid Volume An Introduction to Metric Units Unit Equivalences in the Metric System Converting by Moving Decimals: A

Shortcut Introduction: Water Flow through a Dam

Example 1: Calculating Rates -- Hoover Dam

Example 2: Rates in Solving Problems -- Powerboats

Example 3: Related Rates -- Hoover Dam

Introduction: Varying Units Example 1: Converting Metric Units --

Paris Converting Units in the U.S. Customary

System Converting between Systems: Transition

Factors A Quick Note about Equivalences

Example 3: Converting Multiple Units Simultaneously -- Australia

Dimensional Analysis The Unit Cancellation Method Converting Fluid Units in the U.S.

Customary System Converting Fluid Units between the U.S.

& Metric Systems Measuring Fluid Volume with Cubic

Units Converting Units of Weight between

Systems Converting between Celsius &

Fahrenheit

Image Metric conversions Metric conversions

Metric conversions

Article International System of Units Weights and Measures

Dimension

Standard: MAFS.912.N-

Q.1.3Video

Science Skills - Measurement Introduction: Error in Foam Mixing

Example 1: Absolute and Relative Error -- Construction

Example 2: Importance of Errors -- Emergency Room

Example 3: Low Tolerance for Error -- Drag Racing

Math Overview Geometry: Segment Length and

Precision

Standard: MAFS.912.N-

VM.1.1Video

Scalars and Vectors

Math Explanation

Definitions of Scalars and Vectors Find Magnitude and Direction of a

Vector

Division of Academics – Department of Science Page 5 of 17First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

PHYSICS I Course Code: 200338001

Standard: MAFS.912.N-

VM.1.2

Math Explanation

Describing Vectors in Component Form

Standard: MAFS.912.N-

VM.1.3Video

Force and Vectors Using Vectors

The Physics of Skydiving The Physics of Flight

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PHYSICS I Course Code: 200338001

Video

Teaching Physics: How Do You Think it Works? How Does it Work? Tire Blowouts Tested Fear and Concern in 1977: How Dangerous is Microwave Radiation? New Airport Scanners Reported Low Risk of Radiation Exposure Trapped Miners Days Away from Rescue Mississippi Levees Under Strain Unassisted Flight: Daredevil Crosses the English Channel on Carbon Fiber Wings Solar Storm Could Disrupt Power Grids G-Forces and the Safety of Roller Coasters Changing Light Bulbs in Las Vegas: Neon, Fluorescents, Incandescents Irradiated Food: What That Means; Why It's Safe High Stakes, High Altitude: Onboard a U-2 Spy Plane On Board the U.S.S. Memphis: Nuclear Subs Run Silent, Run Deep Extreme Midwest Flooding Busts Through Levee As Cap on Gulf Oil Leak Holds, Area Residents Hold Out Hope E=mc$$$: Physicists on Wall Street Japan’s Radioactive "Exclusion Zone" Is Frozen in Time Flying Like a Bird in an Ultralight Tricky, Flying Planes Towing Banner Ads Over the Beach The Physics of Christmas Live Demonstration of a Body Scanner Solar Flare Speeding Toward Earth Ford Motor Company Designs New Hybrid Vehicles Is Japan Facing a Chernobyl-like Crisis? New York to London in an Hour? With Deadly Force, Commuter and Freight Trains Collide in California Re-Animating Dinosaurs: Using Digital Technology on Prehistoric Bones "Crash Test" Houses: Lab Re-Creates Storm Effects to Test Construction

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MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

PHYSICS I Course Code: 200338001

NEXT GENERATION SUNSHINE STATE STANDARDSTHE NATURE OF SCIENCE BODY OF KNOWLEDGEStandard 1: The Practice of ScienceA. Scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of investigations into those

questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods

and processes, but also in its questions and explanations.BENCHMARK CODE BENCHMARK

SC.912.N.1.1

Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: (1) Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts); (2) Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines); (3) Examine books and other sources of information to see what is already known; (4) Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models); (5) Plan investigations, (Design and evaluate a scientific investigation); (6) Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage); (7) Pose answers, explanations, or descriptions of events; (8) Generate explanations that explicate or describe natural phenomena (inferences); (9) Use appropriate evidence and reasoning to justify these explanations to others; (10) Communicate results of scientific investigations; and (11) Evaluate the merits of the explanations produced by others.

Common Core State Standards (CCSS) Connections for 6-12 Literacy and Mathematical Practices in Science For Students in Grades 11-12:MAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.MAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks analyze the specific results based on explanations in the text.MAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.MAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.MAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.MAFS.K12.MP.1: Make sense of problems and persevere in solving them.MAFS.K12.MP.2: Reason abstractly and quantitatively.MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.]MAFS.K12.MP.4: Model with mathematics.MAFS.K12.MP.5: Use appropriate tools strategically.MAFS.K12.MP.6: Attend to precision.MAFS.K12.MP.7: Look for and make use of structure.MAFS.K12.MP.8: Look for and express regularity in repeated reasoning.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

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PHYSICS I Course Code: 200338001

THE NATURE OF SCIENCE BODY OF KNOWLEDGEStandard 2: The Characteristics of Scientific KnowledgeA. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural,

aesthetic, or other ways of knowing, such as art, philosophy, religion.B. Scientific knowledge is durable and robust, but open to change.C. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as

well as creativity and discovery.BENCHMARK CODE BENCHMARK

SC.912.N.2.2

Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Remarks/Examples: Identify scientific questions that can be disproved by experimentation/testing. Recognize that pseudoscience is a claim, belief, or practice which is presented as scientific, but does not adhere to strict standards of science (e.g. controlled variables, sample size, replicability, empirical and measurable evidence, and the concept of falsification).CCSS Connections: MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

SC.912.N.2.4

Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. Remarks/Examples: Recognize that ideas with the most durable explanatory power become established theories, but scientific explanations are continually subjected to change in the face of new evidence. CCSS Connections: MAFS.K12.MP.1: Make sense of problems and persevere in solving them MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

SC.912.N.2.5

Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. Remarks/Examples: Recognize that scientific questions, observations, and conclusions may be influenced by the existing state of scientific knowledge, the social and cultural context of the researcher, and the observer's experiences and expectations. Identify possible bias in qualitative and quantitative data analysis.

Cognitive Complexity: Level 3: Strategic Thinking & Complex ReasoningStandard 3: The Role of Theories, Laws, Hypotheses, and ModelsThe terms that describe examples of scientific knowledge, for example: "theory," "law," "hypothesis" and "model" have very specific meanings and functions within science.

BENCHMARK CODE BENCHMARK

SC.912.N.3.3

Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. Remarks/Examples: Recognize that a scientific theory provides a broad explanation of many observed phenomena while a scientific law describes how something behaves.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

THE NATURE OF SCIENCE BODY OF KNOWLEDGEStandard 3: The Role of Theories, Laws, Hypotheses, and ModelsThe terms that describe examples of scientific knowledge, for example: "theory," "law," "hypothesis" and "model" have very specific meanings and functions within science.

Division of Academics – Department of Science Page 9 of 17First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

PHYSICS I Course Code: 200338001

SC.912.N.3.4

Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Remarks/Examples: Recognize that theories do not become laws, theories explain laws. Recognize that not all scientific laws have accompanying explanatory theories.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

SC.912.N.3.5Describe the function of models in science, and identify the wide range of models used in science. Remarks/Examples: Describe how models are used by scientists to explain observations of nature. CCSS Connections: MAFS.K12.MP.4: Model with mathematics.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsStandard 4: Science and SocietyAs tomorrow’s citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.

BENCHMARK CODE BENCHMARK

SC.912.N.4.1

Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. Remarks/Examples: Recognize that no single universal step-by-step scientific method captures the complexity of doing science. A number of shared values and perspectives characterize a scientific approach. MAFS.K12.MP.1: Make sense of problems and persevere in solving them, and MAFS.K12.MP.2: Reason abstractly and quantitatively.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MATHEMATICS:Reason quantitatively and use units to solve problems.

BENCHMARK CODE BENCHMARK

MAFS.912.N-Q.1.1

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Remarks/Examples: Algebra 1, Unit 1: Working with quantities and the relationships between them provides grounding for work with expressions, equations, and functions.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.912.N-Q.1.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Remarks/Examples: Algebra 1, Unit 1: Working with quantities and the relationships between them provides grounding for work with expressions, equations, and functions.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsRepresent a model with vector quantities.

BENCHMARK CODE BENCHMARK

MAFS.912.N-VM.1.3Solve problems involving velocity and other quantities that can be represented by vectors.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

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PHYSICS I Course Code: 200338001

MATHEMATICS:Interpret functions that arise in applications in terms of the context.

BENCHMARK CODE BENCHMARK

MAFS.912.F-IF.2.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Remarks/Examples: (a) Algebra 1, Unit 2: For F.IF.4 and 5, focus on linear and exponential functions; (b) Algebra 1 Assessment Limits and Clarifications, i) Tasks have a real-world context. ii) Tasks are limited to linear functions, quadratic functions, square root functions, cube root functions, piecewise-defined functions (including step functions and absolute value functions), and exponential functions with domains in the integers. Compare note (ii) with standard F-IF.7. The function types listed here are the same as those listed in the Algebra I column for standards F-IF.6 and F-IF.9; (c) Algebra 2 Assessment Limits and Clarifications, i) Tasks have a real-world context , ii) Tasks may involve polynomial, exponential, logarithmic, and trigonometric functions. Compare note (ii) with standard F-IF.7. The function types listed here are the same as those listed in the Algebra II column for standards F-IF.6 and F-IF.9.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsAnalyze functions using different representations.

BENCHMARK CODE BENCHMARK

MAFS.912.F-IF.3.7

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (a) Graph linear and quadratic functions and show intercepts, maxima, and minima; (b) Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions; (c) Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior; (d) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior; (e) Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude, and using phase shift. Remarks/Examples: Algebra 1, Unit 2: For F.IF.7a, 7e, and 9 focus on linear and exponentials functions. Include comparisons of two functions presented algebraically. For example, compare the growth of two linear functions, or two exponential functions such as y=3n and y=1002

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsApply geometric concepts in modeling situations.

BENCHMARK CODE BENCHMARK

MAFS.912.G-MG.1.2Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

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PHYSICS I Course Code: 200338001

MATHEMATICS:Summarize, represent, and interpret data on a single count or measurement variable.

BENCHMARK CODE BENCHMARK

MAFS.912.S-ID.1.1

Represent data with plots on the real number line (dot plots, histograms, and box plots). Remarks/Examples: In grades 6 – 8, students describe center and spread in a data distribution. Here they choose a summary statistic appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of extreme data points.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.912.S-ID.1.2

Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. Remarks/Examples: In grades 6 – 8, students describe center and spread in a data distribution. Here they choose a summary statistic appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of extreme data points.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.912.S-ID.1.3

Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). Remarks/Examples: In grades 6 – 8, students describe center and spread in a data distribution. Here they choose a summary statistic appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of extreme data points.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.912.S-ID.1.4

Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsSummarize, represent, and interpret data on a single count or measurement variable.

BENCHMARK CODE BENCHMARK

MAFS.912.S-ID.2.5Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

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PHYSICS I Course Code: 200338001

LANGUAGE ARTS:Comprehension and Collaboration

BENCHMARK CODE BENCHMARK

MAFS.910.SL.1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. (c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

MAFS.910.SL.1.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

MAFS.910.SL.1.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Cognitive Complexity: Level 3: Strategic Thinking & Complex ReasoningPresentation of Knowledge and Ideas

BENCHMARK CODE BENCHMARK

MAFS.910.SL.2.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

MAFS.910.SL.2.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

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PHYSICS I Course Code: 200338001

LANGUAGE ARTS:Key Ideas and Details

BENCHMARK CODE BENCHMARK

MAFS.910.RST.1.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.910.RST.1.2Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.910.RST.1.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsCraft and Structure

BENCHMARK CODE BENCHMARK

MAFS.910.RST.2.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.910.RST.2.5Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.910.RST.2.6Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsIntegration of Knowledge and Ideas

BENCHMARK CODE BENCHMARK

MAFS.910.RST.3.7Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.910.RST.3.8Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.910.RST.3.9Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Division of Academics – Department of Science Page 14 of 17First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

PHYSICS I Course Code: 200338001

LANGUAGE ARTS:Range of Reading and Level of Text Complexity

BENCHMARK CODE BENCHMARK

MAFS.910.RST.4.10By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsText Types and Purposes

BENCHMARK CODE BENCHMARK

MAFS.910.WHST.1.1

Write arguments focused on discipline-specific content. (a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. (b) Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. (c) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (e) Provide a concluding statement or section that follows from or supports the argument presented.

Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning

MAFS.910.WHST.1.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (a) Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. (e) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Cognitive Complexity: Level 4: Extended Thinking &Complex ReasoningProduction and Distribution of Writing

BENCHMARK CODE BENCHMARK

MAFS.910.WHST.2.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

MAFS.910.WHST.2.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

MAFS.910.WHST.2.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Division of Academics – Department of Science Page 15 of 17First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

PHYSICS I Course Code: 200338001

LANGUAGE ARTS:Research to Build and Present Knowledge

BENCHMARK CODE BENCHMARK

MAFS.910.WHST.3.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning

MAFS.910.WHST.3.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning

MAFS.910.WHST.3.9Draw evidence from informational texts to support analysis, reflection, and research.

Cognitive Complexity: Level 3: Strategic Thinking & Complex ReasoningRange of Writing

BENCHMARK CODE BENCHMARK

MAFS.910.WHST.4.10Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Division of Academics – Department of Science Page 16 of 17First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Template

PHYSICS I Course Code: 200338001

Date Pacing guide Benchmark(s) Data Driven Benchmark(s) Activities Assessment(s) StrategiesTraditional:08-24-15 to 08-31-15

Block:08-24-15 to 08-31-15

Standard 1: The Practice of ScienceSC.912.N.1.1

Standard 2: The Characteristics of Scientific KnowledgeSC.912.N.2.2SC.912.N.2.4SC.912.N.2.5

Standard 3: The Role of Theories, Laws, Hypotheses, and ModelsSC.912.N.3.3SC.912.N.3.4SC.912.N.3.5

Standard 4: Science and SocietySC.912.N.4.1

Mathematics Clusters:MAFS.912.N-Q.1MAFS.912.N-VM.1MAFS.912.F-IF.2MAFS.912.F-IF.3MAFS.912.G-MG.1MAFS.912.S-ID.1MAFS.912.S-ID.2

Language Arts Clusters:MAFS.910.SL.1MAFS.910.SL.2MAFS.910.RST.1MAFS.910.RST.2MAFS.910.RST.3MAFS.910.RST.4MAFS.910.WHST.1MAFS.910.WHST.2MAFS.910.WHST.3MAFS.910.WHST.4 Nature of Science, Math,

and Language Arts benchmarks should be

integrated within appropriate topics

throughout the year.

Division of Academics – Department of Science Page 17 of 17First Nine Weeks