Science Curriculum Map- Physics
Quarter 2
Reading Focus: Informational
Writing Focus: Argumentative
Arizona Grade 9-12 Science Standards
Focused Science Standards with
Units:
Strand 5: Physical Science
S5-C2-PO 1. Determine the rate of change
of a quantity (e.g., rate of erosion, rate of
reaction, rate of growth, velocity).
S5-C2-PO 2. Analyze the relationships
among position, velocity, acceleration, and
time: graphically, mathematically
S5-C2-PO3. Explain how Newton’s 1st
Law applies to objects at rest or moving at
constant velocity.
S5-C2-PO4. Using Newton’s 2nd Law of
Motion, analyze the relationships among
the net force acting on a body, the mass of
the body, and the resulting acceleration:
Graphically, mathematically
S5-C2-PO5. Use Newton’s 3rd Law to
explain forces as interactions between
bodies (e.g., a table pushing up on a vase
that is pushing down on it; an athlete
pushing on a basketball as the ball pushes
back on her).
S5-C2-PO 6. Analyze the twodimensional motion of objects by using
vectors and their components.
S5-C2-PO 7. Give an example that shows
the independence of the horizontal and
vertical components of projectile motion.
S5-C2-PO10. Describe the nature and
magnitude of frictional forces.
S5-C3-PO1. Describe the following ways
in which energy is stored in a system:
(mechanical)
S5-C3-PO2. Describe various ways in
which energy is transferred from one
system to another (e.g., mechanical contact,
The science proficient student will utilize
Crosscutting Concepts:
Stability and change
Scale, proportion, and quantity
Structure and Function
Systems and system models
Cause and effect: Mechanism and explanation
Big Ideas
Enduring
Understandings
-All forces in the
universe come in
interactive pairs
between two systems
(Newton’s 3rd Law).
- Energy is conserved
in a closed system and
energy can be
quantitatively
determined.
- Momentum is
changed by an impulse
exerted on a system.
- The total momentum
is conserved during a
collision or recoil
situation.
Essential Question(s)
-Which explanations
account for how things
behave in nature?
-How do forces
explain motion?
-What is energy?
-How does our
understanding of the
properties and motion
of objects change
when those objects are
very small (subatomic
Reading & Writing Opportunities in Science
& Diversity Standards
The scientifically literate students will have the knowledge and understanding of
scientific concepts and processes required for personal decision making,
participation in civic and cultural affairs, and economic productivity.
Science Content Literacy Standards
When reading scientific texts, students need to be able to gain content knowledge from
challenging texts that often make extensive use of elaborate diagrams and data to convey
information and illustrate concepts.
Examples of reading in Physics:
● Read a section from a textbook on Genetics and analyze how structures within the
text (headers, bold words, embedded definitions, and graphics) help the reader
understand the meaning of the text.
● Read a research article or lab report and explain the purpose for each section
(abstract, materials/methods, analysis, conclusion, etc.) and why the information is
organized in that format.
● Read another student’s laboratory report and analyze the text to identify which
claims in the conclusion section are supported by evidence and facts and which
claims are speculation, reasoned judgment, or unsupported by evidence..
Writing is a key means of asserting and defending claims, constructing arguments based on
reason and evidence, showing what students know about a subject. Notebooks, journals,
Interactive Notebooks, lab reports, bell work, are critical and essential components of science
learning whereby students record observations, data, visual representations, and thinking
about their learning.
Examples of writing in Physics:
● Write an essay or argument that evaluates the impact of a major scientific
development in the field of Biology specific to Cells or Genetics that occurred within
the past decade.
● Write a research paper documenting a particular historical advancement in science.
● Write a lab report based on an activity aligned to the grade level Science Standard. In
the report, include procedures, tables, graphs, charts, and/or diagrams that
communicate the purpose, results, and conclusions of the research.
Teaching Tolerance-Anti-Bias Framework
DI.7 - Students will develop language and knowledge to accurately and respectfully
describe how people (including themselves) are both similar to and different from each
TUSD Office of Curriculum Development | Tucson Unified School District Revised: 04/16©
v 3.1 2016
Physics Q2
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Texts and
Resources
Core adopted:
-Holt Physics
Textbook
Serway-Faughn
Instructor Demos
-Sci Links
Other titles may be
available; please see
TUSD Textbook
Distribution Center on
TUSD website
Other:
-Physics Classroom
-Energy and
Momentum
-Kinematics
Equations
-Online Resources
and Tools
-Phet Simulations
-AMTA Modeling
Instruction Materials
-Hyper Physics
-Physics online
tools
-Physics
Simulations
-Rotational Motion
-Open source
Physics Text
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Science Curriculum Map- Physics
thermal conduction, electromagnetic
radiation.)
S5-C3-PO3. Recognize that energy is
conserved in a closed system.
S5-C3-PO4. Calculate quantitative
relationships associated with the
conservation of energy.
Units 2. Newtonian Mechanics
3. Momentum, Rotation, Electricity
particles), very large
or far apart (stars,
galaxies), or moving
very fast (particles
moving at or close to
the speed of light)?
other and others in their identity groups
DI.8 - Students will respectfully express curiosity about the history and lived
experiences of others and will exchange ideas and beliefs in an open -minded way
DI.9 - Students will respond to diversity by building empathy, respect, unders tanding
and connection.
DI.10 - Students will examine diversity in social, cultural, political and historical
contexts rather than in ways that are superficial or oversimplified.
Constant Standards routinely
addressed in each part of the unit:
Strand 1: Inquiry Process
These standards shall be emphasized
during the lessons and used in formal
assessments to evaluate student mastery.
Assessment Opportunities
Pre/Post Unit Assessment examples:
-Lab Practical with Formal Report
-Physics Quizzes/Unit Exams
Formative & Performance Assessment Examples
- LABS- Lab activity assessments
-Lab Report format
-Writing Prompts
-Interactive quizzes; Bell work; Closure activities; KWL
-Database online tool for assessments
Concept Maps; Presentations using PowerPoint, Prezi or similar
technologies
Instructional Resources
 Standards for Literacy in Science
 Science and Engineering Practices
 Safety in the Science Classroom
 High School Lab Safety
 Hess’s Matrix
 Socratic Seminar
 Physics Resources
 Virtual Lab: Gas Laws
 Reading and Writing in the Science Classroom

Assessment Resources
Science Assessment Tool
http://pals.sri.com/
MOSART
Writing about Graphs
TUSD Office of Curriculum Development | Tucson Unified School District Revised: 04/16©
v 3.1 2016
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Physics
Q2
2|P a g e