CPO Science - FOUNDATIONS OF PHYSICS 2 nd Edition CR2016
|
|
- Emily Short
- 5 years ago
- Views:
Transcription
1 80 Northwest Boulevard Nashua, NH CPO Science - FOUNDATIONS OF PHYSICS 2 nd Edition CR2016 Alignment to Tennessee State Standards PHYS.PS1: Matter and Its Interactions 1) Develop models to illustrate the changes in the composition of the nucleus of an atom and the energy released during the processes of fission, fusion, and radioactive decay. 2) Recognize and communicate examples from everyday life that use radioactive decay processes. 3) Investigate and evaluate the expression for calculating the percentage of a remaining atom (N (t)=n0e-λt) using simulated models, calculations, and/or graphical representations. Define the half-life (t1/2) and decay constant λ. Perform an investigation on probability and calculate half-life from acquired data (does not require use of actual radioactive samples). Supports the intertwined three-dimensional nature of the Tennessee State Standards (DCIs, SEPs, CCCs) through the integration of conceptual understandings linked to explanations and empirical investigations within each course disciplinary core idea (DCI) and associated Evidence (e.g., page numbers and/or examples of inclusion) Chapter 29 Nuclear Reactions and Radiation Pgs.543 and Pgs Chapter 29 Nuclear Reactions and Radiation Pgs Chapter 29 Nuclear Reactions and Radiation Pgs Unit 8 Chapters Pgs Pgs.538 and 539, 556 and 557, 582 and 583 Pgs , , DCI s SEPS, CCC s are all in evidence as students read the content in the textbook, and do the hands-on activities in the Investigation Manual, answer the embedded questions in the content paragraphs, and answer the end of unit assessment/evaluation questions. Page 1 of 10
2 Provides learning experiences that support a progression of student competencies and skills through active engagement in SEPs and CCCs and continuous refinement of knowledge and abilities in each DCI and associated PHYS.PS2: Motion and Stability: Forces and Interactions 1) Investigate and evaluate the graphical and mathematical relationship (using either manual graphing or computers) of one-dimensional kinematic parameters (distance, displacement, speed, velocity, acceleration) with respect to an object's position, direction of motion, and time. 2) Algebraically solve problems involving constant velocity and constant acceleration in one-dimension. 3) Algebraically solve problems involving arc length, angular velocity, and angular acceleration. Relate quantities to tangential magnitudes of translational motion. 4) Use free-body diagrams to illustrate the contact and non-contact forces acting on an object. Use the diagrams in combination with graphical or component-based vector analysis and with Newton's first and second laws to predict the position of the object on which the forces act in a constant net force scenario. 5) Gather evidence to defend the claim of Newton's first law of motion by explaining the effect that balanced forces have upon objects that are stationary or are moving at constant velocity. Unit 8 Chapters Pgs Pgs.538 and 539, 556 and 557, Pgs , , All Chapters start with a summary of what content is covered and is introduced in a logical learning progression. The content is introduced starting with vocabulary definitions required for students to progress through the learning process of newly introduced content. The Assessment section at the end of each Chapter starts with a vocabulary fill in the blank test. This is followed by a Concept Review section asking students to answer questions that review the content covered in the chapter. The third section of the Assessment section, titled Problems, are more rigorous questions that allow students to apply the content they have learned in the Chapter to solve the problems usually requiring them to incorporate calculations to attain an answer. The last section of the Assessment section is titled Apply Your Knowledge, and provides students with additional challenging questions which require students to have a thorough understanding of the Chapter content to answer. Evidence (e.g., page numbers and/or examples of inclusion) Chapter 4 Accelerated Motion in a Straight Line Pgs INV Pgs INV Pgs Chapter 4 Accelerated Motion in a Straight Line Pg. 83 INV 3.1 Pgs Chapter 8 Motion in Circles Pgs INV 12.3 Pgs. 91 and 92 Chapter 5 Forces and Equilibrium INV 7.3 Pgs. 51 and 52 Chapter 5 forces and Equilibrium Pgs INV 5.1 Pgs.27 and 28 Page 2 of 10
3 6) Using experimental evidence and investigations, determine that Newton s second law of motion defines force as a change in momentum, F = Δp/Δt. Chapter 5 Forces and Equilibrium Pgs INV 12.2 Pgs. 89 and 90 7) Plan, conduct, and analyze the results of a controlled investigation to explore the validity of Newton's second law of motion in a system subject to a net unbalanced force, Fnet = ma or Fnet = Δp/Δt. 8) Use examples of forces between pairs of objects involving gravitation, electrostatic, friction, and normal forces to explain Newton's third law. 9) Use Newton s law of universal gravitation, F=Gm1m2r2, to calculate the gravitational forces, mass, or distance separating two objects with mass, given the information about the other quantities. 10) Describe and mathematically determine the electrostatic interaction between electrically charged particles using Coulomb s law, Fe=keq1q2r2. Compare and contrast Coulomb s law and gravitational force, notably with respect to distance. 11) Develop and apply the impulse-momentum theorem along with scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on an object during a collision (e.g., helmet, seatbelt, parachute). 12) Use experimental evidence to demonstrate that air resistance is a velocity dependent drag force that leads to terminal velocity. 13) Develop a model to predict the range of a twodimensional projectile based upon its starting height, initial velocity, and angle at which it was launched. 14) Plan and conduct an investigation to provide evidence that a constant force perpendicular to an object's motion is required for uniform circular motion (F = m v2 / r). Chapter 5 Forces and Equilibrium INV 5.2 Pgs Chapter 5 Forces and Equilibrium Pgs INV 5.3 Pgs Chapter 8 Motions in Circles Pgs INV 8.3 Pgs. 60 and 61 Chapter 21 Electric Charges and Forces Pgs INV 21 Pgs Chapter 12 Electric Charges and Forces Pgs. 250 and 251 Engineering Design Challenge 3 Pgs Chapter 4 Accelerated Motion in a Straight Line Pgs. 92 and 93 Chapter 7 Using Vectors: Motion and Force Pgs INV 4.3 and 7.2 Pgs. 25 and 26 Pgs Chapter 8 Motions in Circles Pgs INV 8.2 Pgs. 58 and 59 Page 3 of 10
4 Supports the intertwined three-dimensional nature of the Tennessee State Standards (DCIs, SEPs, CCCs) through the integration of conceptual understandings linked to explanations and empirical investigations within each course disciplinary core idea (DCI) and associated Provides learning experiences that support a progression of student competencies and skills through active engagement in SEPs and CCCs and continuous refinement of knowledge and abilities in each DCI and associated PHYS.PS3: Energy 1) Identify and calculate different types of energy and their transformations (thermal, kinetic, potential, including magnetic and electrical potential energies) from one form to another in a system. 2) Investigate conduction, convection, and radiation as a mechanism for the transfer of thermal energy. 3) Use the principle of energy conservation and mathematical representations to quantify the change in energy of one component of a system when the energy that flows in and out of the system and the change in energy of the other components is known. Unit 2 Chapter 5 and 6 Pgs Pgs. 113 and 114, and 134 and 135 Pgs.115 and 116, DCI s SEPS, CCC s are all in evidence as students read the content in the textbook, and do the hands-on activities in the Investigation Manual, answer the embedded questions in the content paragraphs, and answer the end of unit assessment/evaluation questions. Unit 2 Chapter 5 and 6 Pgs Pgs. 113 and 114, and Pgs.115 and 116, All Chapters start with a summary of what content is covered and is introduced in a logical learning progression. The content is introduced starting with vocabulary definitions required for students to progress through the learning process of newly introduced content. The Assessment section at the end of each Chapter starts with a vocabulary fill in the blank test. This is followed by a Concept Review section asking students to answer questions that review the content covered in the chapter. The third section of the Assessment section, titled Problems, are more rigorous questions that allow students to apply the content they have learned in the Chapter to solve the problems usually requiring them to incorporate calculations to attain an answer. The last section of the Assessment section is titled Apply Your Knowledge, and provides students with additional challenging questions which require students to have a thorough understanding of the Chapter content to answer. Evidence (e.g., page numbers and/or examples of inclusion) Chapter 10 Work and Energy Pgs Chapter 11 Energy Flow and Power Pg. 235 INV 11.3 Pg. 86 Chapter 26 Heat Transfer Pgs INV 26.1, 26.2, 26.3 Pgs Pgs. 215 and 216 Pgs Chapter 10 Work and Energy Pgs Page 4 of 10
5 4) Assess the validity of the law of conservation of linear momentum (p=mv) by planning and constructing a controlled scientific investigation involving two objects moving in one-dimension. 5) Construct an argument based on qualitative and quantitative evidence that relates the change in temperature of a substance to its mass and heat energy added or removed from a system. 6) Define power and solve problems involving the rate of energy production or consumption (P = ΔE/Δt). Explain and predict changes in power consumption based on changes in energy demand or elapsed time. Investigate power consumption and power production systems in common use. 7) Investigate and evaluate the laws of thermodynamics and use them to describe internal energy, heat, and work. 8) Communicate scientific ideas to describe how forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space. Explain how energy is contained within the field and how the energy changes when the objects generating and interacting with the field change their relative positions. 9) Describe, compare, and diagrammatically represent both electric and magnetic fields. Qualitatively predict the motion of a charged particle in each type of field, but avoid situations where the two types of fields are combined in the same region of space. Restrict magnetic fields to those that are parallel or perpendicular to the path of a charged particle. 10) Develop a model (sketch, CAD drawing, etc.) of a resistor circuit or capacitor circuit and use it to illustrate the behavior of electrons, electrical charge, and energy transfer. 11) Investigate Ohm s law (I=V/R) by conducting an experiment to determine the relationships between current and voltage, current and resistance, and voltage and resistance. 12) Apply the law of conservation of energy and charge to assess the validity of Kirchhoff s loop and junction rules when algebraically solving problems involving multi-loop circuits. Chapter 12 Momentum Pgs. 244 and 245 INV 12.1 Pgs.87 and 88 Chapter 25 Energy, Matter, and Atoms Pgs. 536 and 537 INV 25.2 and 25.3 Pgs Pgs Chapter 11 Energy Flow and Power Pgs. 230 and 231 INV 11.2 Pgs Chapter 25 Energy, Matter, and Atoms Pgs INV 25.3 Pgs Chapter 8 Motion in Circles Pgs. 174 and 177 Chapter 21 Electric Charges and Forces Pgs Chapter 22 Magnetism Pgs Chapter 23 Electricity and Magnetism Pgs INV 22.3 and 23.1 Pgs Chapter 21 Electrical Charges and Forces Pgs INV 21.3 Pgs Chapter 19 Electricity Pgs INV 19.3 Pgs Chapter 20 Electric Circuits and Power Pgs INV 19.3 Pgs Page 5 of 10
6 13) Predict the energy stored by a capacitor and how charge flows among capacitors connected in series or parallel. 14) Recognize and communicate information about energy efficiency and/or inefficiency of machines used in everyday life. 15) Compare and contrast the process, design, and performance of numerous next-generation energy sources (hydropower, wind power, solar power, geothermal power, biomass power, etc.). Supports the intertwined three-dimensional nature of the Tennessee State Standards (DCIs, SEPs, CCCs) through the integration of conceptual understandings linked to explanations and empirical investigations within each course disciplinary core idea (DCI) and associated Provides learning experiences that support a progression of student competencies and skills through active engagement in SEPs and CCCs and continuous refinement of knowledge and abilities in each DCI and associated Chapter 21 Electrical Charges and Forces Pgs INV 21.3 Pgs Chapter 11 Energy Flow and Power Pgs. 224 and 225 INV 11.1 Pgs Chapter 11 Energy Flow and Power Pgs Unit 4 Energy and Momentum Chapters Pgs Pgs. 218 and 219, 238 and 239, 257 and 258 Pgs , , DCI s SEPS, CCC s are all in evidence as students read the content in the textbook, and do the hands-on activities in the Investigation Manual, answer the embedded questions in the content paragraphs, and answer the end of unit assessment/evaluation questions. Unit 4 Energy and Momentum Chapters Pgs Pgs. 218 and 219, 238 and 239, 257 and 258 Pgs , , All Chapters start with a summary of what content is covered and is introduced in a logical learning progression. The content is introduced starting with vocabulary definitions required for students to progress through the learning process of newly introduced content. The Assessment section at the end of each Chapter starts with a vocabulary fill in the blank test. This is followed by a Concept Review section asking students to answer questions that review the content covered in the chapter. The third section of the Assessment section, titled Problems, are more rigorous questions that allow students to apply the content they have learned in the Chapter to solve the problems usually requiring them to incorporate calculations to attain an answer. The last section of the Assessment section is titled Apply Your Knowledge, and provides students with additional challenging questions which require students to have a thorough understanding of the Chapter content to answer. Page 6 of 10
7 PHYS.PS4: Waves and Their Applications in Technologies for Information Transfer 1) Know wave parameters (i.e., velocity, period, amplitude, frequency, angular frequency) as well as how these quantities are defined in the cases of longitudinal and transverse waves. 2) Describe parameters of a medium that affect the propagation of a sound wave through it. 3) Understand that the reflection, refraction, and transmission of waves at an interface between two media can be modeled on the basis of characteristics of specific wave parameters and parameters of the medium. 4) Communicate scientific and technical information about how the principle of superposition explains the resonance and harmonic phenomena in air columns and on strings and common sound devices. 5) Evaluate the characteristics of the electromagnetic spectrum by communicating the similarities and differences among the different bands. Research and determine methods and devices used to measure these characteristics. 6) Plan and conduct controlled scientific investigations to construct explanations of light's behavior (reflection, refraction, transmission, interference) including the use of ray diagrams. 7) Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model. 8) Obtain information to construct explanations on how waves are used to produce, transmit, and capture signals and store and interpret information. 9) Investigate how information is carried in optical systems and use Snell s law to describe the properties of optical fibers. Evidence (e.g., page numbers and/or examples of inclusion) Chapter 14 Waves Pgs INV 14.1, 14.2, 14.3 Pgs. 102 and 103 Pgs. 104 and 105 Pgs. 106 and 107 Chapter 15 Sound Pg. 318 Chapter 15 Pgs INV 15.1 Pgs Chapter 15 Sound Pgs INV 14.3 Pgs Chapter 18 Wave Properties of Light Pgs INV 18.1 Pg. 142 Chapter 16 Light and Color Pg. 337 INV 16.1 Pgs Chapter 28 Inside the Atom Pgs Chapter 14 Pgs. 284 and 285 Instructional Manual INV 15.9 Pgs Chapter 17 Pgs INV 17.1 Pgs Page 7 of 10
8 Supports the intertwined three-dimensional nature of the Tennessee State Standards (DCIs, SEPs, CCCs) through the integration of conceptual understandings linked to explanations and empirical investigations within each course disciplinary core idea (DCI) and associated Provides learning experiences that support a progression of student competencies and skills through active engagement in SEPs and CCCs and continuous refinement of knowledge and abilities in each DCI and associated Unit 5 Waves and Sound Chapters Pgs Connection Pgs. 279, , 325 and 326 Pgs , , DCI s SEPS, CCC s are all in evidence as students read the content in the textbook, and do the hands-on activities in the Investigation Manual, answer the embedded questions in the content paragraphs, and answer the end of unit assessment/evaluation questions. Unit 5 Waves and Sound Chapters Pgs Connection Pgs. 279, , 325 and 326 Pgs , , All Chapters start with a summary of what content is covered and is introduced in a logical learning progression. The content is introduced starting with vocabulary definitions required for students to progress through the learning process of newly introduced content. The Assessment section at the end of each Chapter starts with a vocabulary fill in the blank test. This is followed by a Concept Review section asking students to answer questions that review the content covered in the chapter. The third section of the Assessment section, titled Problems, are more rigorous questions that allow students to apply the content they have learned in the Chapter to solve the problems usually requiring them to incorporate calculations to attain an answer. The last section of the Assessment section is titled Apply Your Knowledge, and provides students with additional challenging questions which require students to have a thorough understanding of the Chapter content to answer. Additional Alignment Criteria Areas of Focus Rigor: Learning experiences provide opportunities for thought, discourse, and practice in an interconnected and social context. Coherence: Units and instructional sequences are coherent and organized in a logical manner that builds upon knowledge and skills learned in prior grades or earlier in the year. Literacy: Supports student communication within a scientific context through providing consistent opportunities for students to utilize literacy skills in reading, writing, vocabulary, speaking and listening. Evidence The laboratory activities in the encourage students to work in groups to plan and perform experiments, to collect data, and determine if that data supports their hypothesis. The sequencing of the physics content builds upon physics information that is tangible and part of everyday life, such as the motion of cars (speed, velocity, acceleration), and moves toward more recent physics knowledge such at Quantum Mechanics. The last Chapter is titled. Frontiers in Physic, which explores new exploration in this field of science. The Foundations of Physics Student Textbook is written with the purpose of having students take the lead in their learning, working together in small groups to design and perform experiments to support their understanding of physics content, and the role it plays in their lives. Page 8 of 10
9 Student Engagement and Instructional Supports a. Provides learning experiences that incorporate the three dimensions of the standards (i.e., each of the dimensions is learned in the context of the other two and not taught in isolation). b. Engages students through real-world, relevant, thoughtprovoking questions, problems, and tasks that stimulate interest and elicit critical thinking and problem solving. c. Adheres to safety rules and regulations where appropriate and provides a thorough list of materials as needed. d. Integrates appropriate supports for students who are ELL, have disabilities, or perform below grade level. e. Includes differentiated materials that provides support for students approaching mastery as well as extensions for students already meeting mastery or with high interest. Monitoring Student Progress a. collect data on all three dimensions and allow students to show mastery on using the dimensions in concert with each other (e.g., assessments are contextualized and serve to address specific problems or answer specific questions). b. Assesses student mastery using methods that are unbiased and accessible to all students. c. Includes aligned rubrics or scoring guidelines that provide sufficient guidance for interpreting student performance. d. Uses varied modes of curriculum embedded assessments that may include pre-, formative-, summative-, and selfassessment measures. e. are embedded throughout instructional materials as tools for students learning and teachers monitoring of instruction. Evidence Each Chapter in each of the Units in the Foundation of Physics Student Text book incorporates aspect of Cross Cutting Concepts (CCC s), Student Performance Expectations, (SPE s), and Discipline Core Ideas (DCI s). Each Chapter in the Foundations of Physics Student Textbook contains questions for students to answer as they review the content, and an extensive assessment section at the end of each Chapter. On the first page of the there is a Laboratory Safety Guide. At the start of each Chapter in the Foundations of Physics Student Textbook, if needed, there are safety procedures for students to follow, such as wearing safety googles. The Foundations of Physics Textbook is designed so that at the left side of each page there is a topic heading indicating what information is being covered in the adjacent paragraph. On the left side of the page the pictures and drawings directly relate to the information in the same paragraph. The subject content matter is concisely written to cover the topic on one page. At the end of each Chapter Assessment there is an Apply Your Knowledge section which teachers can assign to students to challenge students who are already meeting mastery or have a high interest in the Chapter content. Evidence Each Chapter ends with an Assessment section that students and teachers can use as they proceed through the Chapter to test understanding of the content. All questions at the end of each Chapter and interspersed throughout the written content, are accessible to all students and cover the topic area without bias. Illustrations and pictures depict the various ethnic groups and both genders. Teachers can determine guidelines/rubrics for scoring each assessment section at the end of each Chapter, and for assessing/evaluating student laboratory data recovery and reports. Teachers can determine formative and summative assessment methods using assessment questions provided in Foundations of Physics Student Textbook and. Students can self-assess content understanding when teacher and class discuss answers for formative assessment embedded questions. Each Chapter in the Foundations of Physics Student Textbook and each Investigation in the, has embedded questions. Teachers can use these questions as discussion topics as they cover the content. Students can assess their understanding of the content by discussing the correct responses to these questions, and thereby clear up any misconceptions they might have had regarding the physics content being taught. Page 9 of 10
10 f. provide teachers with a range of data to inform instruction. Teacher Support Materials a. Provides grade-level background information and context to guide integration of the three dimensions within the lessons, units, and grade. b. Includes strategies that assist teachers in incorporating appropriate and integral connections between science and other subject areas (e.g., mathematics, ELA, social studies, visual and performing arts, CTE) c. Provides strategies and guidance to support the inclusion of hands-on practices (e.g., carrying out investigations, designing solutions) with other practices (e.g., asking questions, engagement in argument). d. Strategies included to assist teachers in identifying student misconceptions and the reason(s) that prevent student mastery of the three dimensions within the standards. e. Includes strategies to help teachers identify ways in which activities or learning experiences can be contextualized to the school environment (e.g., place- based learning experiences). Teachers can use the assessment questions and laboratory activities to determine student understanding of the physics content being taught. They can also observe students performing physics experiments and review student laboratory reports to better assess student understanding of the content. Evidence Physics is an upper grade high school course. The content and reading level are consistent with those grades. Also, the page formatting is designed to assist students that are at reading levels below their grade level. Algebra is often used to solve physics formulas and students are often called upon to collect and graph data. Energy production, and consumption as well as other social issues such as clean energy production are Chapter topics. The connections between Chemistry and Physics are intertwined in the topics of the atom, and energy transformations. The has hands-on activities for each Unit in the Foundations of Physics Student Textbook. There are questions embedded in the instructions for students to answer as they proceed through the laboratory activity. The last section in the is title the Engineering Design Challenge that teachers can assign students to promote carrying out design solutions. Throughout the Foundations of Physics Student Textbook there are pictures, illustrations, and text that address physics content that students could have misconceptions about. All of the physics laboratory activities in the investigation Manual can be conducted in a high school physics laboratory classroom. Page 10 of 10
Teaching a Laboratory Section
Chapter 3 Teaching a Laboratory Section Page I. Cooperative Problem Solving Labs in Operation 57 II. Grading the Labs 75 III. Overview of Teaching a Lab Session 79 IV. Outline for Teaching a Lab Session
More informationPHYSICS 40S - COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for !! Mr. Bryan Doiron
PHYSICS 40S - COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for 2016-2017!! Mr. Bryan Doiron The course covers the following topics (time permitting): Unit 1 Kinematics: Special Equations, Relative
More informationAC : TEACHING COLLEGE PHYSICS
AC 2012-5386: TEACHING COLLEGE PHYSICS Dr. Bert Pariser, Technical Career Institutes Bert Pariser is a faculty member in the Electronic Engineering Technology and the Computer Science Technology departments
More informationTimeline. Recommendations
Introduction Advanced Placement Course Credit Alignment Recommendations In 2007, the State of Ohio Legislature passed legislation mandating the Board of Regents to recommend and the Chancellor to adopt
More informationPhysics XL 6B Reg# # Units: 5. Office Hour: Tuesday 5 pm to 7:30 pm; Wednesday 5 pm to 6:15 pm
Physics XL 6B Reg# 264138 # Units: 5 Department of Humanities & Sciences (310) 825-7093 Quarter:_Spring 2016 Instructor: Jacqueline Pau Dates: 03/30/16 06/15/16 Lectures: 1434A PAB, Wednesday (6:30-10pm)
More informationThis Performance Standards include four major components. They are
Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationElectromagnetic Spectrum Webquest Answer Key
Webquest Answer Key Free PDF ebook Download: Webquest Answer Key Download or Read Online ebook electromagnetic spectrum webquest answer key in PDF Format From Best User Guide Database Section:. & Light
More informationPELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS APPLIED MECHANICS MET 2025
PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS APPLIED MECHANICS MET 2025 Class Hours: 3.0 Credit Hours: 4.0 Laboratory Hours: 3.0 Revised: Fall 06 Catalog Course Description: A study of
More informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationINSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science
Exemplar Lesson 01: Comparing Weather and Climate Exemplar Lesson 02: Sun, Ocean, and the Water Cycle State Resources: Connecting to Unifying Concepts through Earth Science Change Over Time RATIONALE:
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationHow to Read the Next Generation Science Standards (NGSS)
How to Read the Next Generation Science Standards (NGSS) The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance. Prior standards
More informationAll Systems Go! Using a Systems Approach in Elementary Science
All Systems Go! CAST November Tracey Ramirez Professional Learning Facilitator The Charles A. Dana Center What we do and how we do it The Dana Center collaborates with others locally and nationally to
More informationPhysics 270: Experimental Physics
2017 edition Lab Manual Physics 270 3 Physics 270: Experimental Physics Lecture: Lab: Instructor: Office: Email: Tuesdays, 2 3:50 PM Thursdays, 2 4:50 PM Dr. Uttam Manna 313C Moulton Hall umanna@ilstu.edu
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationSpring 2012 MECH 3313 THERMO-FLUIDS LABORATORY
Spring 2012 MECH 3313 THERMO-FLUIDS LABORATORY Course Description Instructor An introductory class to basic measurements and principles of engineering experimental practices. This course focuses on measurements
More informationEGRHS Course Fair. Science & Math AP & IB Courses
EGRHS Course Fair Science & Math AP & IB Courses Science Courses: AP Physics IB Physics SL IB Physics HL AP Biology IB Biology HL AP Physics Course Description Course Description AP Physics C (Mechanics)
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationApplication of Virtual Instruments (VIs) for an enhanced learning environment
Application of Virtual Instruments (VIs) for an enhanced learning environment Philip Smyth, Dermot Brabazon, Eilish McLoughlin Schools of Mechanical and Physical Sciences Dublin City University Ireland
More informationCourse outline. Code: ENS281 Title: Introduction to Sustainable Energy Systems
Course outline Code: ENS281 Title: Introduction to Sustainable Energy Systems Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 1 Year: 2017 Course Coordinator: Dr Damon
More informationUNIV 101E The Student in the University
UNIV 101E The Student in the University Catalog Course Description UNIV 101E-The Student in the University (Engineering Section). (3) The purpose of higher education and potential roles of the student
More informationCourse outline. Code: PHY202 Title: Electronics and Electromagnetism
Course outline Code: PHY202 Title: Electronics and Electromagnetism Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2016 Course Coordinator: Jolanta Watson Email:
More informationClassroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice
Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards
More informationSpring 2015 Natural Science I: Quarks to Cosmos CORE-UA 209. SYLLABUS and COURSE INFORMATION.
Spring 2015 Natural Science I: Quarks to Cosmos CORE-UA 209 Professor Peter Nemethy SYLLABUS and COURSE INFORMATION. Office: 707 Meyer Telephone: 8-7747 ( external 212 998 7747 ) e-mail: peter.nemethy@nyu.edu
More informationBiology and Microbiology
November 14, 2006 California State University (CSU) Statewide Pattern The Lower-Division Transfer Pattern (LDTP) consists of the CSU statewide pattern of coursework outlined below, plus campus-specific
More informationInstructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question
1 Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question 2 Instructional Approach(s): The teacher should conduct the Concept
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported
More information1. M. Sc. Program objectives
1. M. Sc. Program objectives To provide, thorough well designed studies of theoretical and experimental Physics, a worthwhile educational experience for all students. To acquire deep knowledge in fundamental
More informationCatchy Title for Machine
Catchy Title for Machine Picture Name: School: Science Teacher: Classroom Teacher: Due Date: Grade: 6 th School District: Irvine Unified School District Student s Name 1 Table of Contents Table of Contents.
More informationHigh School Digital Electronics Curriculum Essentials Document
High School Digital Electronics Curriculum Essentials Document Boulder Valley School District Department of CTEC May 2012 Introduction Digital Electronics Course This file is intended to be a complete
More informationA Study of Interface Design for Engagement and Learning with Educational Simulations.
A Study of Interface Design for Engagement and Learning with Educational Simulations. W. K. Adams, S. Reid, R. LeMaster, S. B. McKagan, K. K. Perkins and C. E. Wieman Abstract Interactive computer simulations
More informationCreating Coherent Inquiry Projects to Support Student Cognition and Collaboration in Physics
Creating Coherent Inquiry Projects to Support Student Cognition and Collaboration in Physics 6 Douglas B. Clark, Arizona State University S. Raj Chaudhury, Christopher Newport University As a physics teacher,
More informationSugar And Salt Solutions Phet Simulation Packet
Sugar And Salt Solutions Phet Simulation Packet Free PDF ebook Download: Sugar And Salt Solutions Phet Simulation Packet Download or Read Online ebook sugar and salt solutions phet simulation packet in
More informationMaximizing Learning Through Course Alignment and Experience with Different Types of Knowledge
Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February
More informationGetting Started with TI-Nspire High School Science
Getting Started with TI-Nspire High School Science 2012 Texas Instruments Incorporated Materials for Institute Participant * *This material is for the personal use of T3 instructors in delivering a T3
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationPearson Baccalaureate Higher Level Mathematics Worked Solutions
Pearson Baccalaureate Higher Level Free PDF ebook Download: Pearson Baccalaureate Higher Level Download or Read Online ebook pearson baccalaureate higher level mathematics worked solutions in PDF Format
More informationModern Chemistry Holt Rinehart And Winston
Holt Rinehart And Winston Free PDF ebook Download: Holt Rinehart And Winston Download or Read Online ebook modern chemistry holt rinehart and winston in PDF Format From The Best User Guide Database Copyright
More informationExploring Energy Program Quiz Answer Document
Exploring Energy Program Quiz Answer Document Free PDF ebook Download: Exploring Energy Program Quiz Answer Document Download or Read Online ebook exploring energy program quiz answer document in PDF Format
More informationQueensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum
CCSS Guidance for TASC Professional Development Curriculum Queensborough Public Library (Queens, NY) DRAFT Version 1 5/19/2015 CCSS Guidance for NYSED TASC Curriculum Development Background Victory Productions,
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationUnit: Human Impact Differentiated (Tiered) Task How Does Human Activity Impact Soil Erosion?
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationLOUISIANA HIGH SCHOOL RALLY ASSOCIATION
LOUISIANA HIGH SCHOOL RALLY ASSOCIATION Literary Events 2014-15 General Information There are 44 literary events in which District and State Rally qualifiers compete. District and State Rally tests are
More informationTaylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to Cognition and Instruction.
Designing Computer Games to Help Physics Students Understand Newton's Laws of Motion Author(s): Barbara Y. White Source: Cognition and Instruction, Vol. 1, No. 1 (Winter, 1984), pp. 69-108 Published by:
More informationAP Calculus AB. Nevada Academic Standards that are assessable at the local level only.
Calculus AB Priority Keys Aligned with Nevada Standards MA I MI L S MA represents a Major content area. Any concept labeled MA is something of central importance to the entire class/curriculum; it is a
More informationHigher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
More informationNCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards
NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a
More informationfaculty of science and engineering Appendices for the Bachelor s degree programme(s) in Astronomy
Appendices for the Bachelor s degree programme(s) in Astronomy 2017-2018 Appendix I Learning outcomes of the Bachelor s degree programme (Article 1.3.a) A. Generic learning outcomes Knowledge A1. Bachelor
More informationCEE 2050: Introduction to Green Engineering
Green and sustainable are two of the buzzwords of your generation. These words reflect real and widespread challenges related to water, natural resources, transportation, energy, global health, and population.
More informationThe ELA/ELD Framework Companion: a guide to assist in navigating the Framework
The ELA/ELD Framework Companion: a guide to assist in navigating the Framework Chapter & Broad Topics Content (page) Notes Introduction Broadly Literate Capacities of a Literate Individual Guiding Principles
More informationGUIDE CURRICULUM. Science 10
Science 10 Arts Education Business Education English Language Arts Entrepreneurship Family Studies Health Education International Baccalaureate Languages Mathematics Personal Development and Career Education
More informationHonors Mathematics. Introduction and Definition of Honors Mathematics
Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students
More informationENEE 302h: Digital Electronics, Fall 2005 Prof. Bruce Jacob
Course Syllabus ENEE 302h: Digital Electronics, Fall 2005 Prof. Bruce Jacob 1. Basic Information Time & Place Lecture: TuTh 2:00 3:15 pm, CSIC-3118 Discussion Section: Mon 12:00 12:50pm, EGR-1104 Professor
More informationStakeholder Debate: Wind Energy
Activity ENGAGE For Educator Stakeholder Debate: Wind Energy How do stakeholder interests determine which specific resources a community will use? For the complete activity with media resources, visit:
More informationBachelor of Science in Mechanical Engineering with Co-op
Bachelor of Science in Mechanical Engineering with Co-op 1 Bachelor of Science in Mechanical Engineering with Co-op Cooperative Education Program A Cooperative Education (Co-Op) is an optional program
More informationLecture 1: Machine Learning Basics
1/69 Lecture 1: Machine Learning Basics Ali Harakeh University of Waterloo WAVE Lab ali.harakeh@uwaterloo.ca May 1, 2017 2/69 Overview 1 Learning Algorithms 2 Capacity, Overfitting, and Underfitting 3
More informationProbability and Statistics Curriculum Pacing Guide
Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods
More informationSAT MATH PREP:
SAT MATH PREP: 2015-2016 NOTE: The College Board has redesigned the SAT Test. This new test will start in March of 2016. Also, the PSAT test given in October of 2015 will have the new format. Therefore
More informationHow People Learn Physics
How People Learn Physics Edward F. (Joe) Redish Dept. Of Physics University Of Maryland AAPM, Houston TX, Work supported in part by NSF grants DUE #04-4-0113 and #05-2-4987 Teaching complex subjects 2
More informationLesson plan for Maze Game 1: Using vector representations to move through a maze Time for activity: homework for 20 minutes
Lesson plan for Maze Game 1: Using vector representations to move through a maze Time for activity: homework for 20 minutes Learning Goals: Students will be able to: Maneuver through the maze controlling
More informationStudents Understanding of Graphical Vector Addition in One and Two Dimensions
Eurasian J. Phys. Chem. Educ., 3(2):102-111, 2011 journal homepage: http://www.eurasianjournals.com/index.php/ejpce Students Understanding of Graphical Vector Addition in One and Two Dimensions Umporn
More informationModels of / for Teaching Modeling
Models of / for Teaching Modeling Piet Lijnse Centre for Science and Mathematics Education, Utrecht University, p.l.lijnse@phys.uu.nl Abstract This paper is based on a number of design studies at Utrecht
More informationReinventing College Physics for Biologists: Explicating an Epistemological Curriculum
1 Reinventing College Physics for Biologists: Explicating an epistemological curriculum E. F. Redish and D. Hammer Auxiliary Appendix: Supplementary Materials Table of Contents 1. Epistemological Icons...
More informationPRODUCT COMPLEXITY: A NEW MODELLING COURSE IN THE INDUSTRIAL DESIGN PROGRAM AT THE UNIVERSITY OF TWENTE
INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION 6 & 7 SEPTEMBER 2012, ARTESIS UNIVERSITY COLLEGE, ANTWERP, BELGIUM PRODUCT COMPLEXITY: A NEW MODELLING COURSE IN THE INDUSTRIAL DESIGN
More informationOutcome Based Education 15/01/2012
If you are, you breathe. If you breathe, you talk. If you talk, you ASK.. If you ask, you THINK. If you think, you SEARCH.. If you search, you EXPERIENCE. If you experience, you LEARN.. If you learn, you
More informationFOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS
PS P FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS Thursday, June 21, 2007 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE
More informationMultidisciplinary Engineering Systems 2 nd and 3rd Year College-Wide Courses
Multidisciplinary Engineering Systems 2 nd and 3rd Year College-Wide Courses Kevin Craig College of Engineering Marquette University Milwaukee, WI, USA Mark Nagurka College of Engineering Marquette University
More informationIntroductory Astronomy. Physics 134K. Fall 2016
Introductory Astronomy Physics 134K Fall 2016 Dates / contact hours: 7 week course; 300 contact minutes per week Academic Credit: 1 Areas of Knowledge: NS Modes of Inquiry: QS Course format: Lecture/Discussion.
More informationScience Fair Project Handbook
Science Fair Project Handbook IDENTIFY THE TESTABLE QUESTION OR PROBLEM: a) Begin by observing your surroundings, making inferences and asking testable questions. b) Look for problems in your life or surroundings
More informationLesson 1 Taking chances with the Sun
P2 Radiation and life Lesson 1 Taking chances with the Sun consider health benefits as well as risks that sunlight presents introduce two ideas: balancing risks and benefits, reducing risks revisit the
More informationElectric Power Systems Education for Multidisciplinary Engineering Students
Paper ID #967 Electric Power Systems Education for Multidisciplinary Engineering Students Prof. Aaron M. Cramer, University of Kentucky Aaron M. Cramer received the B.S. degree (summa cum laude) in electrical
More informationMULTIMEDIA Motion Graphics for Multimedia
MULTIMEDIA 210 - Motion Graphics for Multimedia INTRODUCTION Welcome to Digital Editing! The main purpose of this course is to introduce you to the basic principles of motion graphics editing for multimedia
More informationDisciplinary Literacy in Science
Disciplinary Literacy in Science 18 th UCF Literacy Symposium 4/1/2016 Vicky Zygouris-Coe, Ph.D. UCF, CEDHP vzygouri@ucf.edu April 1, 2016 Objectives Examine the benefits of disciplinary literacy for science
More informationTOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system
Curriculum Overview Mathematics 1 st term 5º grade - 2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide
More informationAGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016
AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory
More informationCircuit Simulators: A Revolutionary E-Learning Platform
Circuit Simulators: A Revolutionary E-Learning Platform Mahi Itagi Padre Conceicao College of Engineering, Verna, Goa, India. itagimahi@gmail.com Akhil Deshpande Gogte Institute of Technology, Udyambag,
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationLivermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor
Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in
More informationDIDACTIC MODEL BRIDGING A CONCEPT WITH PHENOMENA
DIDACTIC MODEL BRIDGING A CONCEPT WITH PHENOMENA Beba Shternberg, Center for Educational Technology, Israel Michal Yerushalmy University of Haifa, Israel The article focuses on a specific method of constructing
More informationDo students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatic problems
European Journal of Physics ACCEPTED MANUSCRIPT OPEN ACCESS Do students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatic problems
More informationRadius STEM Readiness TM
Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and
More informationAC : ENGINEERING TEACHING KITS: BRINGING ENGINEERING DESIGN INTO MIDDLE SCHOOLS
AC 2007-2866: ENGINEERING TEACHING KITS: BRINGING ENGINEERING DESIGN INTO MIDDLE SCHOOLS Larry Richards, University of Virginia Christine Schnittka, University of Virginia American Society for Engineering
More informationIMPROVE THE QUALITY OF WELDING
Virtual Welding Simulator PATENT PENDING Application No. 1020/CHE/2013 AT FIRST GLANCE The Virtual Welding Simulator is an advanced technology based training and performance evaluation simulator. It simulates
More informationSeminar - Organic Computing
Seminar - Organic Computing Self-Organisation of OC-Systems Markus Franke 25.01.2006 Typeset by FoilTEX Timetable 1. Overview 2. Characteristics of SO-Systems 3. Concern with Nature 4. Design-Concepts
More informationMTH 141 Calculus 1 Syllabus Spring 2017
Instructor: Section/Meets Office Hrs: Textbook: Calculus: Single Variable, by Hughes-Hallet et al, 6th ed., Wiley. Also needed: access code to WileyPlus (included in new books) Calculator: Not required,
More informationNumber of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)
Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference
More informationGrade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationFor information only, correct responses are listed in the chart below. Question Number. Correct Response
THE UNIVERSITY OF THE STATE OF NEW YORK 4GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST JUNE 207 WRITTEN TEST FOR TEACHERS ONLY SCORING KEY AND RATING GUIDE Note: All schools (public, nonpublic, and charter) administering
More informationSample Performance Assessment
Page 1 Content Area: Mathematics Grade Level: Six (6) Sample Performance Assessment Instructional Unit Sample: Go Figure! Colorado Academic Standard(s): MA10-GR.6-S.1-GLE.3; MA10-GR.6-S.4-GLE.1 Concepts
More informationImproving students use of content knowledge when dealing with Socio-Scientific Issues: the case of a physics-based intervention
Improving students use of content knowledge when dealing with Socio-Scientific Issues: the case of a physics-based intervention E. Salvato 1, I. Testa 2 1 Liceo Classico Garibaldi, Napoli 2 Dipartimento
More informationInquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving
Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch
More information5.1 Sound & Light Unit Overview
5.1 Sound & Light Unit Overview Enduring Understanding: Sound and light are forms of energy that travel and interact with objects in various ways. Essential Question: How is sound energy transmitted, absorbed,
More informationAnsys Tutorial Random Vibration
Ansys Tutorial Random Free PDF ebook Download: Ansys Tutorial Download or Read Online ebook ansys tutorial random vibration in PDF Format From The Best User Guide Database Random vibration analysis gives
More informationPrentice Hall Chemistry Test Answer Key
Test Answer Key Free PDF ebook Download: Test Answer Key Download or Read Online ebook prentice hall chemistry test answer key in PDF Format From The Best User Guide Database Measuring Matter. 3. Particles
More informationImproving Conceptual Understanding of Physics with Technology
INTRODUCTION Improving Conceptual Understanding of Physics with Technology Heidi Jackman Research Experience for Undergraduates, 1999 Michigan State University Advisors: Edwin Kashy and Michael Thoennessen
More informationDIGITAL GAMING & INTERACTIVE MEDIA BACHELOR S DEGREE. Junior Year. Summer (Bridge Quarter) Fall Winter Spring GAME Credits.
DIGITAL GAMING & INTERACTIVE MEDIA BACHELOR S DEGREE Sample 2-Year Academic Plan DRAFT Junior Year Summer (Bridge Quarter) Fall Winter Spring MMDP/GAME 124 GAME 310 GAME 318 GAME 330 Introduction to Maya
More informationDesigning a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses
Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses Thomas F.C. Woodhall Masters Candidate in Civil Engineering Queen s University at Kingston,
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More information