‫وزارة التربية والتعليم‬

‫مكتب مستشار الرياضيات‬

‫مدارس المتفوقين في العلوم والتكنولوجيا‬
STEM

➢ Math and Statistics: Grade 1, Semester 1

➢ Math and Statistics: Grade 1, Semester 2

➢ Math and Statistics: Grade 2, Semester 1

➢ Math and Statistics: Grade 2, Semester 2

➢ Math and Statistics: Grade 3, Semester 1

➢ Math and Statistics: Grade 3, Semester 2

1st term 2nd term

Subject
Grade 10 Grade 11 Grade 12 Grade 10 Grade 11 Grade 12
Mathematics 3 3.5 5 3 3.5 5
and Statistics Sessions Sessions Sessions Sessions Sessions Sessions

1.5 1 1 1.5 1 1
Mechanics
Sessions Session Session Sessions Session Session

Mathematics Counselor
Housain Mahmoud Housain

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

 ➢ Mechanics: Grade 1, Semester 1
➢ Mechanics: Grade 1, Semester 2

➢ Mechanics: Grade 2, Semester 1

➢ Mechanics: Grade 2, Semester 2

➢ Mechanics: Grade 3, Semester 1

➢ Mechanics: Grade 3, Semester 2

1st term 2nd term

Subject
Grade 10 Grade 11 Grade 12 Grade 10 Grade 11 Grade 12
Mathematics 3 3.5 5 3 3.5 5
and Statistics Sessions Sessions Sessions Sessions Sessions Sessions

1.5 1 1 1.5 1 1
Mechanics
Sessions Session Session Sessions Session Session

Mathematics Counselor
Housain Mahmoud Housain

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

 Mechanics: Grade 1, Semester 1
Matter, Form and Function
Big Idea: The state of equilibrium of bodies requires a dynamic balance of forces.

ME.1.01 - Students will use position, displacement, average and instantaneous velocity, average
and instantaneous acceleration to describe 1-dimensional motion of an object.
(Week 01 - Week 03)
Essential Questions:
What does it mean to stay still?
‣ Will it ever be the case that all observers agree on the motion of an object?
‣ What is the meaning of a negative velocity? And negative acceleration?
Skills:
‣ A. Use concepts of position, displacement, time, elapsed time, average velocity, instantaneous
velocity, speed, and acceleration to understand and describe the movement of objects in 1D.
‣ B. Graphically determine average speed between two time points, estimate instantaneous
velocity at one time point
‣ C. Compute relative velocities in classical mechanics (i.e., with speeds substantially less than
the speed of light) in 1D
‣ D. Can explain the need for constant reference frame, and explain the signs of displacement,
velocity, and acceleration within that frame.
Concepts:
‣ A. Position /Time graphs
‣ B. velocity/Time graphs
‣ C. Acceleration /Time graphs
‣ D. Relative velocity.
‣ E. Instantaneous velocity
‣ F. Average velocity
‣ G. Reference Frames

ME.1.02 - Students will use kinematic equations to understand and predict 1-dimensional motion of
objects under constant acceleration, including vertical (free-fall) motion under gravity.
(Week 04 - Week 08)
Essential Questions:
Can one predict where an object will be at a future time if acceleration is not constant?
Skills:
‣ A. Explain why displacement equals area under a velocity-time graph.
‣ B. Use a velocity/time graph to explain, justify and/or derive kinematics equations for
constant
acceleration problems
‣ C. Solve 1-dimensional motion problems using the kinematic equations for constant acceleration.
‣ D. Solve kinematics problems involving vertical (free-fall) motion under gravity.
Concepts:
‣ A. Area under a curve
‣ B. Kinematic equations for 1-D motion with constant acceleration
‣ C. free-fall motion

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

ME.1.03 - Students will understand the importance of reference frames and use relative velocity to
describe the motions of 2 objects with respect to each other in 1-D
(Week 09 - Week 10)

Essential Questions:
What happens to the relative velocity of a pool ball w.r.t. a cue ball on an excellent pool shot
that leaves the cue ball stationary?
Skills:
‣ A. Determine the relative velocity of one object w.r.t. another, both of which moving in 1-D
‣ B. Can analyze the relative velocities of two objects before and after a collision in 1-D given the
pre-and post-collision velocities
Concepts:
‣ A. Reference frame
‣ B. Reference object
‣ C. Velocity as a signed quantity
‣ D. Difference of velocities

ME.1.04 - Students will be able to use vector concepts to extend 1-d kinematics to motion in 2-
D. (Week 11 - Week 14)

Essential Questions: Why do you study vectors?

Skills:
‣ A. Represent a vector using rectangular coordinates, polar coordinates, or
engineering
(i,j,k)notation
‣ B. Discriminate between vector quantities(e.g. displacement, velocity, force, acceleration)
and
scalar quantities that have magnitude but not direction (e.g. distance, speed)
‣ C. Translate fluently among different representations of a vector, including: rectangular
coordinates, or engineering (i,j,k) notation, polar coordinates, physical diagrams, verbal
descriptions, position vectors.
‣ D. Compute relative velocities in classical mechanics (i.e., with speeds substantially less than the
speed of light) in 2D
Concepts:
‣ A. Vector and scalar quantities
‣ B. Rectangular coordinates
‣ C. Polar coordinates,
‣ D. Engineering (i,j,k)notation
‣ E. Physical diagrams
‣ F. Position vectors
‣ G. Resultant of two vectors
‣ H. Relative velocity in 2-dimensions

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

 Mechanics: Grade 1, Semester 2
Energy Force and Power
Big Idea: Vector analysis describes the position of a straight line in 2, 3 and 4 dimensions.

ME.1.05 - Students will be able to analyze and solve 2-D projectile problems in the absence of air rsistance
(Week 01 - Week 02)

Essential Questions:
How does the gravity affect in motion of bodies on the earth?
Skills:
‣ A. Students should be able to explain the independence of the vertical and horizontal motion
of projectiles.
‣ B. Demonstrate both mathematically and experimentally that projectiles move in a parabola
‣ C. Solve 2-dimensional projectile motion problems
Concepts:
‣ A. Launch angle
‣ B. Projectile Motion
‣ C. Range

ME.1.06 - Students will be able to use Newtown's 1st Law and vector algebra to analyze systems
in translational equilibrium.
(Week 03 - Week 05)

Essential Questions:
What change will happen if you replace a coplanar forces act at a point by only one force?
Skills:
‣ A. Find the resultant of forces meet at a point
‣ B. resolve a force into two component
‣ a .Use Lami's rule
‣ b. use triangle of force
‣ c. Solve equilibrium problems requiring point forces to balance
Concepts:
‣ A. Resultant of forces
‣ B. resolution of a force
‣ a. Lami's rule
‣ b. Triangle of forces
‣ c. Equilibrium of co-planar forces act at a point
Texts & References: Active Physics, section 2.1, pages 128-144

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

 ME.1.07 - Students will experimentally justify Newton's 2nd law and use it to mathematically predict motion
of objects in 1-D
(Week 06 - Week 08)

Essential Questions:
How the acceleration affect the motion?
Skills:
‣ A. Students will be able to provide evidence of how acceleration is affected by forces and mass.
‣ B. Students will be able to apply Newton's 2nd Law and draw conclusions about an object's motion,
based on the forces acting upon it and be able to determine forces based upon the motion.
‣ C. Create or interpret a free-body diagram and determine the acceleration of an object
‣ D. Students will be able to apply Newton's 2nd Law to situations with forces acting at non-
orthogonal directions, using skills learned in math class.
‣ E. Interpret a physics word problem to retrieve pertinent information.
Concepts:
‣ A. Net force
‣ B. Mass.
‣ C. Acceleration
‣ D. Free body diagrams
‣ E. Friction

ME.1.08 - Students will be able to use Newtown's 2nd Law and vector algebra to analyze motion of objects
in 2-D
(Week 09 - Week 11)

Essential Questions:
Skills:
A. Add forces as vectors and determine an objects acceleration
B. Knowing motion of a mass and all forces except one, determine the unknown force.
Concepts:
A. Vector sum of forces: resultant

ME.1.09 - Students will be able to analyze circular motion of an object using concepts of centripetal
acceleration and centripetal force
(Week 12 - Week 14)

Essential Questions: Why do the planets rotate in orbit form?

Skills:
‣ E.1: Students will be able to demonstrate how circular motion (at constant speed) requires
an acceleration directed towards the center of the circular path.
‣ E.2: Students can evaluate the forces (draw a force diagram) that act during circular motion
identifying the direction of the net force.

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

‣ E.3. Derive and apply the formula for acceleration under circular motion
‣ E.4. Justify the formula a=v^2/r for circular motion.
‣ E.5. Calculate a, v, or r during circular motion, when given the other two variables

Concepts:
‣ A. Centripetal acceleration
‣ B. Centripetal force
‣ D. Force (free body) Diagrams

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

 Mechanics: Grade 2, Semester 1
Change, Equilibrium and Cycles
Big Idea: Bodies move according to laws that can be mathematically derived.

ME.2.01 - Students will be able to model the force of friction when analyzing applied problems in Newtonian
mechanics.
(Week 01 - Week 04)
Essential Questions: Why do we need the friction in our life?
Skills:
‣ A. Model friction in free-body or other force diagrams
‣ B. Use an inclined-plane method to experimentally measure the coefficient of static and kinetic
friction of solid objects. Mathematically justify the derivation.
‣ C. Use the coefficient of static friction to solve problems in statics, e.g. finding force needed to just
start an object moving up or down an inclined plane, finding unknown coefficient of friction given other forces
acting on an object, etc.
Concepts:
‣ A. Kinetic friction
‣ B. Static friction
‣ C. The normal force.
‣ D. Free-body diagrams
‣ E. Angle of friction
‣ F. Coefficient of static friction
Evidence:
‣ https://drive.google.com/open?id=0ByuHv6kvW3gQNGlUOEo2S1FZLUkStudent write-up of
lab experiment
‣ https://drive.google.com/open?id=0B4ZyP1rEOBQPZ0g0VlN3dl9IQUEStudent responses
to physics-to-go, Active Physics section 2.7, pages 218-219
‣ Student self-assessment during Day 2 using modules at
http://www.physicsclassroom.com/mop/module.cfmMinds on Physics Internet Modules
‣ https://drive.google.com/open?id=0ByuHv6kvW3gQVDBHSWdwRzhMSWMExercises (1) from
Mechanics text, pages 21-23
‣ https://drive.google.com/open?id=0B4ZyP1rEOBQPYjVRSkZWQWZfbTAFriction Quiz
‣ https://drive.google.com/open?id=0ByuHv6kvW3gQYThDN1IwSUhqYmMAdditional Friction
Quiz from Active Physics section 2.7
‣ Friction Performance assessment:
‣ You can choose either of two versions of this assessment.
‣ https://drive.google.com/open?id=0B4ZyP1rEOBQPdG4xR1NtM0pLeFEVERSION 1
‣ (Note: draft scoring rubrics are available
https://drive.google.com/open?id=0B4ZyP1rEOBQPNHVxc3hRWlNwaGMhere.
‣ VERSION 2 - https://drive.google.com/open?id=0ByuHv6kvW3gQcjlmc2twWGRtTU0Instructions
to teacher
‣ VERSION 2 - https://drive.google.com/open?id=0ByuHv6kvW3gQblM1aktNdW91bzQanswer sheet
for students to complete
‣ VERSION 2 - https://drive.google.com/open?id=0ByuHv6kvW3gQTnFDQ2RCYmJTRkUteacher’s
answer key

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

Texts & References: Please use the 3-day unit plan for Friction. It is located in the unit folder. The direct
link is: https://drive.google.com/open?id=0ByuHv6kvW3gQZ0VqQmxXQ1NXSDQ
Needed Prior Knowledge: ME.1.06,

ME.2.02 - Students will be able to determine the work done on an object by an external force using
the scalar (dot) product of vectors.
(Week 05 - Week 07)

Essential Questions: Why do you think the cross and vector product are not equivalent?
Skills:
‣ A. Define the dot product and prove its major properties.
‣ B. Use the dot product to solve applied physics problems.
‣ C. Solve problems in mathematics and applied settings by using the concepts of length
and distance and their relationship to the dot product .
‣ D. Solve problems in mathematics and applied settings by using the relationship between
scalar product and the angle between vectors.
‣ E. Calculate the cross-product,
‣ F. Use the cross product to solve applied problems in physics, engineering, and mathematics
Concepts:
‣ A. Dot Product
‣ B. Magnitude (length) of a vector
‣ C. Angle between vectors
‣ D. Cross-product of 2 vectors
Evidence:
‣ The following is a good quiz of the basic concept of dot product, and the two ways of computing
the dot product: https://drive.google.com/open?id=0B4Z3k2X-9-NiWDNUTzVocVBKSjQgeometric vs
algebraic dot product reveiw quiz.pdf - Google Drive
‣ The following is a good quiz of applying dot product to find work and to compute the product of a
vector and the projection onto that vector:https://drive.google.com/open?id=0B4Z3k2X-9-
NiQzRIdl9GRmJ0Mmcquiz.
‣ A quiz or homework assignment teaching a Highly Proficient application of dot products and
projections is the https://drive.google.com/open?id=0B4ZyP1rEOBQPQzY2dEctcHlSa2sVideo Game
Problem.
‣ You can use the problem set from MOE Grade 1 text, chapter 4, pages 179-180. These are also a
potential assessment resource. See
https://drive.google.com/open?id=0ByuHv6kvW3gQMXlWN2ZSNVk0LXMfiles here.
‣ https://drive.google.com/open?id=0B4ZyP1rEOBQPVEV6Q2Y3aHJzdkkDot product and
correlation coefficient - Problem 1 is a Proficient skill. Problem 2 is an Advanced skill. (This assessment
would make a good homework assignment.)
‣ https://drive.google.com/open?id=0B4ZyP1rEOBQPTFBDNm40c1BTeWMThe monster behind you
‣ The following can be used for students to practice understanding of dot product and angles, or to
assess their understanding of dot product and angles:
https://drive.google.com/open?id=0B4ZyP1rEOBQPRkxIM3pRVXpPbEkAngles work for

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

 assessment or practice.
‣ A research project that can be assigned for homework and presented in class as an advanced-skill
assessment, if there is time:
https://drive.google.com/open?id=0B4ZyP1rEOBQPNDFGRTF5R1UxLTAfiles
here. Texts & References: Please use the learning plan at:
https://drive.google.com/open?id=0ByuHv6kvW3gQZThDTFlCUmxBZGs

ME.2.03 - Students will be able to apply the work-energy theorem to analyze the state of an object subject
to a variety of forces
(Week 08 - Week 11)

Essential Questions: How does the work affect in our life?

Skills:
Calculate work done by various forces on an object, and determine kinetic energy change of the object.
Concepts:
A. Work-Energy Theorem
Evidence:
Homework assignment:
https://drive.google.com/open?id=0ByuHv6kvW3gQNTNDaUx3c1FTbjQPhysics to Go, pages 370-371
Homework assignment:
https://drive.google.com/open?id=0ByuHv6kvW3gQbjMyN3VqWHZHUVEPhysics to Go, pages 380-381
https://drive.google.com/open?id=0ByuHv6kvW3gQS252M2tqU3dwUkU4-2c (quiz from Active
Physics)
https://drive.google.com/open?id=0ByuHv6kvW3gQSGU1Z0UtNDh2TGM4-3c (quiz from Active
Physics)
https://drive.google.com/open?id=0ByuHv6kvW3gQbzdJbnJWVE1wZ3M4-5b (quiz from Active
Physics)
Texts & References: Please use the learning plan for Part 2 of Work, Energy, and Power. This LO is
addressed in days 6, 7, and 8:
https://drive.google.com/open?id=0ByuHv6kvW3gQSnBsdFo3MGRJZWM

ME.2.04 - Students will be able to apply the Law of Conservation of Energy to analyze the state of
mechanical systems
(Week 12 - Week 14)

Essential Questions:
‣ What do you learn from the law of conservation of energy?
‣ How can you use the law of conservation of energy?
Skills:
‣ A: Students will be able to distinguish and calculate different storage modalities of energy, such as:
kinetic, gravitational, elastic, etc.

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

‣ B: Students will be able to apply the conservation of mechanical energy:
Concepts:
‣ A. Conservation of mechanical Energy
‣ B. Gravitational Potential Energy
‣ C. Kinetic Energy
‣ D. Potential Energy
‣ E. Spring potential energy
Evidence:
‣ Use http://www.physicsclassroom.com/class/energy/U5L2bc.cfmApplication and Practice Questions
‣ You can also use the
https://drive.google.com/open?id=0B4ZyP1rEOBQPbHF6Z2hwMkJNUVEMOE questions from Exercise
(10) starting on page 318 and Exercise (11) starting on page 329.
Texts & References: Please use the learning plan for Part 2 of Work, Energy, and Power. This LO is
addressed in days 9, 10, and 11:
https://drive.google.com/open?id=0ByuHv6kvW3gQSnBsdFo3MGRJZWM

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

 Mechanics: Grade 2, Semester 2
Big Idea:

ME.2.05 - Students will be able to apply the concept of power to analyze energy transfer in mechanical
systems.
(Week 01 - Week 05)

Essential Questions: How do the power affect in our life?

Skills:
‣ A: Students can determine the amount of energy transferred to an object and the rate at which that
energy is transferred (power), including P=W/t, & P=Fvcos(theta).
‣ B. Define Power and its appropriate units of measure.
‣ C. Use the concept of power to solve applied problems (e.g. maximum speed given constant
resisting force)
Concepts:
‣ Power
Evidence:
Test concept of Power using
https://drive.google.com/open?id=0B4ZyP1rEOBQPbHF6Z2hwMkJNUVEMOE text, Exercise (9),
pp. 308-311.
A good additional problem set that can be used to measure the entire unit is online at The Physics
Classroom: http://www.physicsclassroom.com/calcpad/energy/problems.cfmProblem Set.
Texts & References: Please use the learning plan for Part 2 of Work, Energy, and Power. This LO is
addressed in days 10, and 11:
https://drive.google.com/open?id=0ByuHv6kvW3gQSnBsdFo3MGRJZWM

ME.2.06 - Students will be able to analyze the movement of a system of discrete masses by using a
center of mass approach.
(Week 06 - Week 10)

Essential Questions: Why do you need to know the center of gravity of bodies?
Skills:
‣ A. Find the center of gravity of a system of particles
‣ B. Find the center of gravity of a rigid body
‣ C. Determine the point of toppling
‣ D. Equilibrium of suspended lamina
‣ E. Use of calculus
‣ F. solids of revolution
Concepts:
‣ A. Attraction of the earth

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

‣ B. center of gravity of a system of particles
‣ C. center of gravity of a rigid body
‣ D. composite lamina
‣ E. toppling
‣ F. equilibrium of suspended lamina
‣ G. use of calculus
‣ H. solids of revolution

ME.2.07 - Students will be able to use the Law of Conservation of Momentum to analyze
collisions (Week 11 - Week 14)

Essential Questions: What happen when two bodies collide?

Skills:
‣ D.1. Students will be able to use the concept of rate of change to justify mathematically that Change
in momentum equals impulse.
‣ D.2: Students will be able to calculate momentum, impulse and change in momentum.
‣ D.3: Students will be able to use a Force-time graph to calculate an object's change in momentum
during an event.
Concepts:
‣ A. Impulse-Momentum Theorem
‣ B. Newton's Second Law
‣ C. Rate of Change
‣ D. Area under a curve

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

Mechanics: Grade 3, Semester 1
Communication, Sensing, Information, Informatics
Big Idea: Forces in different situations can be applied in real life.

ME.3.01 - Students will be able to use vector Cross Product to determine torque on an object produced by a
force
(Week 01 - Week 05)

Essential Questions: Why do you need to reduce system of coplanar forces?

Skills:
‣ A. Reduce a system of Co-planar forces to a couple
‣ B. Reduce a system of co-planar forces to a force
‣ C. Use the concept of reducing system of co-planar forces to prove that the system forms
equilibrium forces
Concepts:
‣ A. System of co-planar forces
‣ B. Resultant couple
‣ C. Equilibrium of forces
‣ D. Moment
Texts & References: The first two learning outcomes deal with torque and general equilibrium. The unit
below will get you started. We will upload a more complete version soon.
https://drive.google.com/open?id=0ByuHv6kvW3gQS0tkNmk2VTh2N1E

ME.3.02 - Students will be able to analyze conditions for systems of objects in General Equilibrium, i.e.
translational and rotational equilibrium
(Week 06 - Week 10)

Essential Questions:
‣ What is the rule of equilibrium in our life ?
‣ What are the elements that affect on the equilibrium of bodies?
Skills:
‣ A. find the moment of a force about point.
‣ B. Find the resultant of parallel coplanar forces.
‣ C. Explain the concept of torque, including the idea of torque as rotation around an axis, the need to
differentiate between clockwise and counter-clockwise torques, and computation of torque as force * distance
from the axis.
‣ D. Use torque to explain why, in addition to magnitude and direction, the line of action of a force is
important.
‣ E. Solve problems requiring rigid bodies to be in equilibrium under the action of a system of
parallel coplanar forces.
‣ F. Solve problems requiring both the net force and net torque on a rigid body to be zero.
Concepts:
‣ A.Moment
‣ B.Parallel forces

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

‣ C.Torque
‣ D.General Equilibrium
Texts & References: The first two learning outcomes deal with torque and general equilibrium. The unit
below will get you started. We will upload a more complete version soon.
https://drive.google.com/open?id=0ByuHv6kvW3gQS0tkNmk2VTh2N1E

ME.3.03 - Students will be able to analyze Rotational Kinematics of systems for constant and non-constant
angular acceleration
(Week 11 - Week 14)

Essential Questions:
Skills:
‣ A. Use kinematics equations for angular motion with constant angular acceleration to solve for other
angular variables
‣ B. Understand and explain the mathematical similarity between 1-d and angular kinematics
‣ C. Determine the total angular displacement in situations with non-constant angular acceleration
using the area under an angular-velocity - time graph
Concepts:
‣ A. Angular displacement
‣ B. Average and instantaneous angular velocity
‣ C.. Average and instantaneous angular acceleration

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

 Mechanics: Grade 3, Semester 2

ME.3.04 - Students will be able to analyze Rotational Dynamics of systems using the rotational analogue of
Newton's 2nd Law
(Week 01 - Week 04)

Essential Questions:
Skills:
‣ A. Can determine the moment of inertia of a system of discrete objects
‣ B. Can determine the angular acceleration of an extended object using rotational equivalent of
Newton's 2nd Law
‣ C. Can determine the conditions for rotational equilibrium
‣ D. Can describe reasons for train derailment in terms of position of center of gravity, wheel base,
and speed.
Concepts:
‣ A. Moment of Inertia
‣ B. Torque and angular acceleration
‣ C. Rotational equilibrium

ME.3.05 - Students can analyze rotational problems, employing conservation of angular momentum
where appropriate
(Week 05 - Week 8)

Essential Questions:
Skills:
‣ A. Can use the law of conservation of angular momentum in situations when net torque = 0 in
order to determine angular velocities after extended bodies interact.
‣ B. Can determine the net angular momentum of a collection of rotating bodies, e.g. the solar
system.
Concepts:
‣ A. Net External Torque
‣ B. Conservation of angular momentum

ME.3.06 - Students will be able to analyze total mechanical energy of systems that include rotational and
translational energy
(Week 09 - Week 11)

Essential Questions:
Skills:
A. Can determine the "winner" of a race down an incline between solid and hollow spheres of same size and
mass
Concepts:
A. Rotational kinetic energy

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬

ME.3.07 - Students will be able to use calculus to analyze problems in kinematics, dynamics and energy
(Week 12 - Week 14)

Essential Questions: How can you relate the calculus with Mechanics?
Skills:
‣ A. Find acceleration as a function of time
‣ B. Find velocity as a function of displacement
‣ C. Find acceleration as a function of displacement
‣ D. Find acceleration as a function of velocity
‣ E. Determine variable force
‣ F. determine motion under gravity
‣ G. Find work done by a variable force
‣ H. Determine variable force acting along a curved path
‣ I. study motion in a straight line
Concepts:
‣ A. Acceleration as a function of time
‣ B. Velocity as a function of displacement
‣ C. Acceleration as a function of displacement
‣ D. Acceleration as a function of velocity
‣ E. Variable force
‣ F. Motion under gravity
‣ G. work done by a variable force
‣ H. Variable force acting along a curved path

:‫تعليمات هامة‬
‫) يجب االنتهاء من هذه التوزيعات في المواعيد المحددة لكل منها ولن تقبل أي أعذار في حالة‬1
. ‫التاخير او عدم االلتزام في التطبيق‬
. ‫) تتم المتابعة الدورية علي اساس هذه التوزيعات‬2
. ‫) سيتم وضع االمتحانات الخاصة بكل فصل دراسي علي اساس هذه التوزيعات‬3
Mid-term ‫ التي يجب ان يتضمنها امتحان‬LO’S ‫) الجدول التالي يحدد مخرجات التعلم‬4
Term First term Second term
Subject Mathematics Mechanics Mathematics Mechanics
1.01 – 1.02
G-10 1.01 – 1.02 1.07 – 1.08 1.05 – 1.06
up to week 6
G-11 2.01 – 2.02 2.01 – 2.02 2.06 – 2.07 2.05

‫مستشار الرياضيات‬

‫حسين محمود حسين‬

2020 – ‫وزارة التربية والتعليم – مكتب مستشار الرياضيات‬