Download Physical Science Standards

Physical Science
Course Description
Physical Science is a course that explores the relationship between matter and
energy. Students should learn Physical Science through the process of inquiry.
Hands-on laboratory investigations, individual studies, and group activities should
constitute a major portion of the learning experience. Using available
technology, students will investigate forces and motion, the chemical and
physical properties of matter, the ways in which matter and energy interact within
the natural world, and the forms and properties of energy. Conservation of
matter and energy is an underlying theme throughout the entire course. Physical
Science provides the knowledge, prerequisite skills, and habits of mind needed
for problem solving and ethical decision-making about matters of scientific and
technological concern. Physical Science offers a basic foundation for advanced
studies in Chemistry and Physics.
Standard Number: 1.0 Force and Motion
Standard:
The student will explore the concepts of force and motion.
Learning Expectations:
The student will
1.1 investigate the relationship among speed, velocity, and acceleration.
1.2 analyze and apply Newton’s three laws of motion.
1.3 relate gravitational force to mass.
1.4 demonstrate the relationship among work, power, and machines.
1.5 examine the law of conservation of momentum in everyday situations.
Performance Indicators State (SPI) and Teacher (TPI):
At Level 1, the student is able to
SPI distinguish between speed and velocity, given a scenario.
TPI describe situations that demonstrate speed and velocity.
SPI relate inertia, force, or action-reaction forces to Newton’s three laws of
motion, given an illustration, diagram, or scenario.
TPI model Newton’s three laws of motion.
SPI distinguish between mass and weight using SI units, given examples.
TPI explore differences between mass and weight in various situations.
SPI identify simple machines, given illustrations of machines in action.
TPI design, construct, and demonstrate simple machines using various
materials.
At Level 2, the student is able to
SPI interpret a distance-time graph for velocity or a velocity-time graph for
acceleration, given the appropriate graph.
TPI collect data and construct, analyze, and interpret graphs pertaining to
distance, speed, velocity, and time.
SPI solve application problems related to velocity, acceleration, force,
work, and power using appropriate units of measurement, given the
equations.
TPI gather and analyze data to solve problems related to velocity,
acceleration, force, work, and power, given the equations v=d/t, a=∆v/t,
F=ma, W=Fd, and P=W/t.
SPI distinguish among the concepts inherent in Newton’s three laws of
motion, given a scenario.
TPI evaluate scenarios that illustrate Newton’s three laws of motion.
TPI research the historical development of the laws of motion.
SPI choose the illustration or scenario that relates the effect of
gravitational force on falling bodies or satellites.
TPI demonstrate the effect of gravity on objects.
SPI recognize the simple machines found in a compound machine, given
an illustration of a machine in action.
TPI design, demonstrate, and explain a compound machine.
SPI solve application problems related to mechanical advantage and the
efficiency of simple machines, given appropriate equations.
TPI gather and analyze data and solve problems related to mechanical
advantage and efficiency of simple machines, given the equations,
MA=FO/FI and Eff=WO/WI.
At Level 3, the student is able to
SPI choose the correct representation of the law of conservation of
momentum, given an illustration.
TPI analyze a demonstration of the law of conservation of momentum.
Standard Number: 2.0 Structure and Properties of Matter
Standard:
The student will examine the structure, properties, and classes of matter.
Learning Expectations:
The student will
2.1 classify a material as a pure substance or a mixture .
2.2 explore matter in terms of specific properties .
Performance Indicators State (SPI) and Teacher (TPI):
At Level 1, the student is able to
SPI distinguish among the phases of matter in terms of volume, shape,
and particle arrangement, given illustrations.
TPI describe and illustrate the differences among solids, liquids, and
gases in terms of volume, shape, and particle arrangement.
TPI identify samples of matter as solid, liquid, gas, or plasma.
SPI identify a material as a pure substance or a mixture, given a
description of the material.
TPI classify materials as homogeneous or heterogeneous, given
examples.
SPI distinguish among elements, compounds, solutions, colloids, and
suspensions, given examples.
TPI construct a chart of elements, compounds, and mixtures, given
illustrations or a list of materials.
TPI describe matter in terms of atoms and molecules, given examples of
elements and compounds.
At Level 2, the student is able to
SPI identify common elements, given symbols or names.
TPI recognize and recall symbols and names for common elements.
SPI distinguish between metals and nonmetals, given examples.
TPI identify an element as a metal or nonmetal based on its physical
properties.
TPI identify an element as a metal or nonmetal based on its location in the
periodic table.
SPI identify the three major subatomic particles (protons, neutrons, and
electrons) based on their location, charge, and relative mass, given
descriptions.
TPI describe the relative mass, charge, and location of the three major
subatomic particles (protons, neutrons, electrons).
SPI identify chemical formulas for common compounds (i.e. H2O, NaCl,
CO2, HCl, Fe2O3, C6H12O6, NaOH).
TPI name and write chemical formulas for common compounds (e.g. H2O,
NaCl, CO2, HCl, Fe2O3, C6H12O6, NaOH).
SPI solve application problems related to density, mass, and volume,
given the equation.
TPI measure the mass and volume of a variety of items using appropriate
methods and units.
TPI analyze data and solve problems related to density, given the
equation D=m/V.
TPI create a gradient of liquids with varying densities.
SPI predict the behavior of an object in a fluid, given their relative
densities.
TPI design an activity to determine if objects of different densities will float
in a fluid.
TPI research the historical perspectives of Archimedes’ principle.
At Level 3, the student is able to
SPI identify the atomic number, atomic mass, number of protons, number
of neutrons, and number of electrons in an atom of a given element, using
the periodic table.
TPI identify the number of protons, neutrons, and electrons in an atom of a
given isotope based on its atomic number and atomic mass.
SPI analyze the relationships among pressure, temperature, and volume
of gases, and pressure to velocity of fluids, given scenarios.
TPI explore Boyle’s law and Charles’s law through lab and problemsolving activities.
TPI investigate Pascal’s principle and Bernoulli’s principle.
Standard Number: 3.0 Interactions of Matter
Standard:
The student will investigate the interactions of matter.
Learning Expectations:
The student will
3.1 investigate chemical and physical changes.
3.2 compare and contrast ionic and covalent bonding.
3.3 analyze chemical equations.
3.4 compare and contrast acids and bases.
3.5 explore the law of conservation of mass.
Performance Indicators State (SPI) and Teacher (TPI):
At Level 1, the student is able to
SPI determine whether a change in matter is physical or chemical, given a
scenario.
TPI investigate physical and chemical changes.
SPI identify the reactants and/or products in a chemical reaction, given a
chemical equation.
TPI describe how chemical symbols and balanced chemical equations are
used to explain a chemical reaction.
TPI investigate the processes involved in a chemical reaction.
SPI identify a substance as acidic, basic, or neutral, given its pH.
TPI analyze the use of various indicators, such as litmus paper, red
cabbage, universal indicator, or pH sensors, to classify a material as
acidic, basic, or neutral.
At Level 2, the student is able to
SPI identify a chemical bond as ionic or covalent, given the elements in a
compound.
TPI explain ionic and covalent bonding based on the oxidation numbers of
the elements in a compound.
SPI identify a chemical reaction as synthesis, decomposition, singlereplacement, or double-replacement, given an equation.
TPI describe synthesis, decomposition, single-replacement, and doublereplacement reactions using equations.
SPI select the correct coefficient(s) to balance a chemical equation, given
a list of coefficients.
TPI balance simple chemical equations.
SPI apply the law of conservation of mass in a chemical reaction by
selecting the balanced equation.
TPI investigate the law of conservation of mass.
SPI distinguish between endothermic and exothermic reactions, given a
description of the temperature change in a reaction.
TPI investigate and/or demonstrate exothermic and endothermic
reactions.
SPI identify the effect of acid rain on the environment, given a scenario.
TPI research sources of acid rain and the effect of acid rain on people and
the environment.
At Level 3, the student is able to
SPI select the product(s) given the reactant(s) of a chemical reaction.
TPI predict the product(s) of a chemical reaction, given the reactant(s).
Standard Number: 4.0 Energy
Standard:
The student will compare and contrast various forms of energy.
Learning Expectations:
The student will
4.1 investigate the properties and behaviors of waves.
4.2 explore and explain the nature of sound and light energy.
4.3 examine the applications and effects of heat energy.
4.4 probe the fundamental principles and applications of electricity.
4.5 distinguish between nuclear fission and nuclear fusion.
4.6 investigate the law of conservation of energy.
Performance Indicators State (SPI) and Teacher (TPI):
At Level 1, the student is able to
SPI classify a wave as transverse or longitudinal, given a description or an
illustration.
TPI investigate energy transfer through waves and particles.
SPI identify wavelength, frequency and amplitude, given a description or
an illustration.
TPI demonstrate how waves are produced and transmitted.
SPI identify the boiling and/or freezing point of water, given the Celsius,
Fahrenheit, or Kelvin temperature scales.
TPI distinguish among Celsius, Fahrenheit, and Kelvin temperature scales
using the boiling and freezing points of water.
At Level 2, the student is able to
SPI classify sound as a longitudinal, mechanical wave and light as a
transverse, electromagnetic wave, given an illustration or description.
TPI investigate the characteristics of light energy and sound energy.
SPI identify a wave’s behavior as reflection, refraction, diffraction, or
interference, given an example.
TPI compare and contrast the four kinds of wave behaviors (i.e. reflection,
refraction, diffraction, and interference).
SPI classify the transfer of heat energy as conduction, convection, or
radiation, given an example.
TPI explore heat as a form of energy that may be transferred between
materials.
TPI design and conduct an activity to demonstrate conservation of heat
energy during temperature changes.
SPI select a scenario that represents the law of conservation of energy,
given an illustration.
TPI investigate the relationship among kinetic, potential, and total energy
within a closed system.
TPI research the importance of energy conservation.
SPI solve application problems related to voltage, resistance, and current
in a simple circuit, given the equation.
TPI solve problems related to voltage, resistance, and current in a series
circuit, given the equation V=IR.
TPI investigate Ohm’s law by designing and building a simple electric
circuit.
SPI distinguish between nuclear fission and nuclear fusion, given a
scenario.
TPI explore nuclear energy and its impact on science and society.
At Level 3, the student is able to
SPI solve problems regarding heat, mass, specific heat capacity, and
temperature change, given the equation.
TPI calculate the amount of heat gained or lost by a substance during a
temperature change, given the equation Q=mC∆T.