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Course Standards
General Course Information and Notes
Version Description
Students in this inquiry-based course use arts processes to explore and imagine new connections and/or postulate solutions to real-world problems. Using a combined seminar, studio, and business management approach, this teacher-facilitated, yet highly independent setting requires that students use their individual strengths and interests in one or more arts, in combination with other content areas and current and emerging technology as needed, to examine local, cultural, historical, technical, and/or global interests relative to life and work in a creative, global economy. Significant independent research, class discussion, and analysis are required.General Notes
Time, materials, and technologies needed for project development should be provided to students to the greatest extent possible. This course requires significant independent research and project development, some of which may necessitate out-of-school and/or off-campus class work. Interaction with an individual and/or group for consultation, project development, or service may also require out-of-school and/or off-campus time. In-person interaction is strongly encouraged; frequency and distance may determine the degree to which technology-supported interaction is necessary in place of, or in addition to, face-to-face interaction.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
General Information
- Honors
Educator Certifications
Student Resources
Original Student Tutorials
Learn how to evaluate a speaker's point of view, reasoning, and use of evidence. In this interactive tutorial, you'll examine Abraham Lincoln's "Gettysburg Address" and evaluate the effectiveness of his words by analyzing his use of reasoning and evidence.
Type: Original Student Tutorial
Learn how to determine the shape of a cross-section created by the intersection of a slicing plane with a pyramid or prism in this ninja-themed, interactive tutorial.
Type: Original Student Tutorial
Perspectives Video: Expert
Statistical analysis played an essential role in using microgravity sensors to determine location of caves in Wakulla County.
Download the CPALMS Perspectives video student note taking guide.
Type: Perspectives Video: Expert
Perspectives Video: Professional/Enthusiast
See and see far into the future of arts and manufacturing as a technician explains computer numerically controlled (CNC) machining bit by bit.
Type: Perspectives Video: Professional/Enthusiast
Problem-Solving Tasks
The purpose of this task is to engage students in geometric modeling, and in particular to deduce algebraic relationships between variables stemming from geometric constraints.
Type: Problem-Solving Task
Using a chart of diameters of different denominations of coins, students are asked to figure out how many coins fit around a central coin. (For this task, United States coins are used, but the task can be adapted for coins from other countries.)
Type: Problem-Solving Task
This problem asks students to model phenomena on the surface of the earth by examining the visibility of the lamp in a lighthouse from a boat.
Type: Problem-Solving Task
This problem solving task encourages students to explore why solar eclipses are rare by examining the radius of the sun and the furthest distance between the moon and the earth.
Type: Problem-Solving Task
The goal of this task is to model a familiar object, an Olympic track, using geometric shapes. Calculations of perimeters of these shapes explain the staggered start of runners in a 400 meter race.
Type: Problem-Solving Task
In this problem, geometry is applied to a 400 meter track to find the perimeter of the track.
Type: Problem-Solving Task
In this task, a typographic grid system serves as the background for a standard paper clip. A metric measurement scale is drawn across the bottom of the grid and the paper clip extends in both directions slightly beyond the grid. Students are given the approximate length of the paper clip and determine the number of like paper clips made from a given length of wire.
Type: Problem-Solving Task
In this task, students will provide a sketch of a paper ice cream cone wrapper, use the sketch to develop a formula for the surface area of the wrapper, and estimate the maximum number of wrappers that could be cut from a rectangular piece of paper.
Type: Problem-Solving Task
This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can. Multiple solution processes are presented.
Type: Problem-Solving Task
This problem solving task challenges students to find the surface area of a soda can, calculate how many cubic centimeters of aluminum it contains, and estimate how thick it is.
Type: Problem-Solving Task
This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.
Type: Problem-Solving Task
This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.
Type: Problem-Solving Task
This problem solving task challenges students to apply the concepts of mass, volume, and density in the real-world context to find how many cells are in the human body.
Type: Problem-Solving Task
The goal of this task is to use geometry to study the structure of beehives.
Type: Problem-Solving Task
Reflective of the modernness of the technology involved, this is a challenging geometric modeling task in which students discover from scratch the geometric principles underlying the software used by GPS systems.
Type: Problem-Solving Task
This problem solving task gives an interesting context for implementing ideas from geometry and trigonometry.
Type: Problem-Solving Task
This problem solving task uses the tale of Archimedes and the King of Syracuse's crown to determine the volume and mass of gold and silver.
Type: Problem-Solving Task
This task presents a context that leads students toward discovery of the formula for calculating the volume of a sphere.
Type: Problem-Solving Task
This task is inspired by the derivation of the volume formula for the sphere. If a sphere of radius 1 is enclosed in a cylinder of radius 1 and height 2, then the volume not occupied by the sphere is equal to the volume of a "double-naped cone" with vertex at the center of the sphere and bases equal to the bases of the cylinder
Type: Problem-Solving Task
This task examines the ways in which the plane can be covered by regular polygons in a very strict arrangement called a regular tessellation. These tessellations are studied here using algebra, which enters the picture via the formula for the measure of the interior angles of a regular polygon (which should therefore be introduced or reviewed before beginning the task). The goal of the task is to use algebra in order to understand which tessellations of the plane with regular polygons are possible.
Type: Problem-Solving Task
Virtual Manipulatives
Using this resource, students can manipulate the measurements of a 3-D hourglass figure (double-napped cone) and its intersecting plane to see how the graph of a conic section changes. Students will see the impact of changing the height and slant of the cone and the m and b values of the plane on the shape of the graph. Students can also rotate and re-size the cone and graph to view from different angles.
Type: Virtual Manipulative
With this online Java applet, students use slider bars to move a cross section of a cone, cylinder, prism, or pyramid. This activity allows students to explore conic sections and the 3-dimensional shapes from which they are derived. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.
Type: Virtual Manipulative
This program allows users to explore spatial geometry in a dynamic and interactive way. The tool allows users to rotate, zoom out, zoom in, and translate a plethora of polyhedra. The program is able to compute topological and geometrical duals of each polyhedron. Geometrical operations include unfolding, plane sections, truncation, and stellation.
Type: Virtual Manipulative
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