Curriculum Resources
Below are links to sample courseware developed for use by teachers in Modeling
Workshops prior to 2010. Modeling Instruction is a curriculum design, not
a curriculum. Thus it is very flexible: adaptable to diverse populations, course
levels, grades and content areas.
To see sample mechanics curriculum resources (as of 2017), we suggest that educators
visit the AMTA website and click on WHY JOIN. Also, visit the Socratic Brain website and inspect the mechanics coursebook.
2nd Semester Physics
For the Chemistry Storyline and middle school storyline, visit the AMTA website and click on WHY JOIN.
Participants
resources is a password-protected folder containing curriculum
resources prior to 2010, accessible by Modeling Workshop participants. These materials are
available in Microsoft Word and pdf formats. They include:
- mechanics for grades 11 and 12 (including a renewable energy adaptation
of Unit 7or 8 on energy)
- mechanics for a 9th grade physics course (two versions)
- 2nd semester portion of a high school physics course; these include
- models of light
- mechanical waves and sound
- microscopic model of E&M
- Modeling-modified CASTLE electricity
- AP physics units
- one semester of an 8th-9th grade physical science course
- draft resources for modeling in earth science (2006)
- Special Relativity: a 2-week unit
- math courses: 64 modeling activities contributed by Kelli Gamez Warble
- Excel spreadsheets to analyze the FCI, TUG-K, MBT, CSEM
- DIRECT (circuits diagnostic), CSEM, BEMA; other concept inventories requested
by teachers, when available
- Rex Rice's placement test for 9th grade physics (a free-response version of the Lawson Classroom Test of Scientific Reasoning)
- Research articles on mindset and stereotype threat in math, by Catherine Good (some are with Carol Dweck).
- Advice for new modelers, on how to get parents and students on your side

Material in this web site is based upon work supported by the National Science
Foundation under Grant
No. ESI-9353423. Any opinions, findings, and conclusions or recommendations
expressed in this material
are those of the authors and do not necesarily reflect the views of the National
Science Foundation.
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This page was last updated on October 25, 2017 by Jane Jackson