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Science Standards
Physics
Final
Hawaii School Districts
Prepared by Marzano & Associates
1
Physics Summary
Strand
Standard
Physics
Physics
Physics
Physics
Physics
Physics
Physics
1
2
3
3
3
4
4
Physics
Physics
Physics
Physics
Physics
Physics
Physics
Physics
Physics
Physics
Physics
Total
5
5
5
6
6
6
6
7
7
8
9
Topic
The Scientific Process
Science, Technology, and Society
Matter
Energy and Momentum
Conservation Laws
Motion
Relationship Between Force, Mass,
and Motion
Heat and Temperature
Laws of Thermodynamics
Heat Engines
Mechanical Waves
Calculations
Optics
The Electromagnetic Spectrum
Electrical Magnetic Fields
Electrical Currents
Energy Release
Subnuclear Physics
Number of
Elements
2
2
2
4
3
4
3
2
1
3
1
1
1
2
6
1
2
1
41
2
Topic: The Scientific Process
Strand: Physics
Standard 1: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate
using the skills necessary to engage in the scientific process.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks that involve the scientific process the student will:
 (SC.PH.1.3) apply the scientific method to the analysis of an investigation
related to either a current event or a phenomenon (e.g., study and review
investigations of NASA-manned spacecraft incidents or study and review the
physics of storm severity due to global warming to identify and explain the
different components of the scientific method)
 (SC.PH.1.2) design an experimental project to prove a hypothesis using
components of the Scientific Method (e.g. , project to prove that
constructive/destructive interference led to observed variations of sound
intensity of a given enclosure, project to prove that heat-trapping is related to
the partial pressure of carbon dioxide in a given mixture of gases)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology related to scientific investigations
and studies such as:
o validation, epistemology, cause and effect, immediate cause,
evidence, anecdotal observation, random occurrence, coincidence,
discriminatory, threshold, forensic, non-destructive examination,
empirical evidence, conjecture, simulation, scenario, event, factor,
parameter, assumption, working hypothesis, anomalies, plausible,
corroboration, speculation
 recognizes or recalls specific terminology of physics experiments
o hypothesis, theory, measurement, critical experiment, testable
hypothesis, experimental control, procedure, data, inference, data
analysis, sensitivity, detectability, conclusion, instrumental error,
calibration, tolerance, background noise, estimate, statistical
significance, confidence interval, model error, reliability,
reproducibility, bias, outliers, systematic error, correlation,
theoretical results, experimental results, random error
 recognizes or differentiates between the components of the scientific method
such as:
o hypothesis, observation, data analysis, experiment, hypothesis
revision, experimental control, experimental variable, procedure
o the main thrust of a scientific investigation or study (e.g., What is
the question that the study addresses?)
o a valid approach towards resolution of a scientific issue (e.g., the
electric charge of a particle can be inferred from the deflection of
its trajectory in the presence of a magnetic field, an expanding
universe can be inferred from the red-shift of emission spectra.)
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
3
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
4
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to research, review, and evaluate proposals of methods, practices or
technologies to would reduce global warming.
 Ask students to design an experiment to simulate/demonstrate global warming.
Level 3.0
 Ask students to explain how the different components of a given study
accomplish the intended objective of the study.
 Ask students to explain how the results of a given experiment support the
intended goal of the experiment.
Level 2.0
 Ask students to recognize the organization of a given study in terms of the
scientific method and other scientific study terminology, such as hypothesis,
data, conclusion, validation, conjecture, simulation, etc.
 Ask students to recognize the components, organization, and terminology of a
given experiment such as, theoretical results, correlation, background noise,
statistical error, conclusion.
 Ask students to recognize the main thrust of a given study or given experiment.
5
Topics: Science, Technology, and Society
Strand: Physics
Standard 2: NATURE OF SCIENCE: Understand that science, technology, and
society are interrelated.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving science, technology, and society the student
will:
 (SC.PH.2.1) explain how scientific advancements and emerging technologies
have influenced society (describe a current scientific advancement or
emerging technology (e.g., related to transportation or communication) and
lists its key features and uses, and its possible impact on society)
 (SC.PH.2.2) compare the risks and benefits of potential solutions to
technological issues (compare risks and benefits (e.g., in terms of the impact
on populations, resources, health, disease, environment) of alternative
solutions to a specific technological issue (e.g., the total cost to the
environment of addition of alcohol to gasoline, the costs and benefits of
nuclear energy, the costs and benefits of wind power))
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o technology, potential impact, society, anthropogenic, cost, benefit,
resources, environment, consumerism, sustainability, long term, short term
o public health, risks, side effects, unintended effects, ultimate cost,
resource depletion, energy consumption, background radiation
 recognizes the reliability of information such as:
o credibility of the source, reliable source, independent findings,
industry funded research, vested interest, experimental confirmation, peer
review journals, government commissions, corroboration
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
6
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to evaluate and compare the overall, total effect of biofuels (e.g.,
alcohol from corn) versus fossil fuels on society. The total effect of biofuels
should include the competition for water and for arable land which could
otherwise be used to produce food crops.
Level 3.0
 Ask students to explain how alcohol converted from corn can be used to
reduce consumption of fossil fuel but may compete for dwindling water
resources.
Level 2.0
 Ask students to recognize terminology such as fossil fuel, biofuel, conversion,
conservation, production, consumption, carbon footprint, economics, cost, and
benefit.
7
Topic: Matter
Strand: Physics
Standard 3: MATTER AND ENERGY CONSERVATION: Understand the nature
of momentum and energy transformations.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving matter the student will:
 (SC.PH.3.1) measure or determine physical quantities such as weight, density,
and mass of samples (e.g., calculate the density of a given sample of material,
after measuring its mass and volume, calculate the weight of an object on a
mountain and at sea level )
 (SC.PH.3.2) differentiate among mass, weight, and inertia (compare the mass,
weight, and inertia of a given object with varying values for gravitational
force, such as an object that is on the earth and on the moon)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o mass, weight, inertia, gravity, volume, kilogram, liter, cubic meter,
density, ideal point masses, continuous medium, state of matter, pound,
expansion, contraction
 performs basic processes such as:
o calculating the correct density of a given material when provided its mass
and volume
o describing mass, weight, and inertia
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
8
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask student to design an experiment to demonstrate the difference between
weight and mass.
Level 3.0
 Ask student to explain how weight and density depends on external factors,
while mass is intrinsic.
Level 2.0
 Ask student to recall definitions of weight, mass, volume, density, inertia,
gravitational strength.
 Ask students to calculate the correct density of a given material when
provided its mass and volume.
 Ask students to describe mass, weight, and inertia.
9
Topic: Energy and Momentum
Strand: Physics
Standard 3: MATTER AND ENERGY CONSERVATION: Understand the nature
of momentum and energy transformations.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving energy and momentum the student will:
 (SC.PH.3.3) differentiate between energy and momentum both quantitatively
and conceptually, and recognize that both are conserved (compare the energy
and momentum of objects, given their velocity and mass)
 (SC.PH.3.4) describe ways that energy can be transformed from one form to
another (explain the transformation of potential energy of a given object to
kinetic energy)
 (SC.PH.3.5) use the equations for changes in translational kinetic energy
(TKE = 1/2 mv2), rotational kinetic energy (RKE = ½ I 2 ) and gravitational
potential energy (PE = mgh) to calculate changes in energy (calculate the
change of energy of an object with given mass, velocity, and height, using the
equations for kinetic and potential energy)
 (SC.PH.3.6) differentiate between different energy manifestations (e.g., kinetic
[KE = 1/2 mv2], gravitational potential [PE = mgh], thermal, chemical,
nuclear, electromagnetic, or mechanical) (compare the relative magnitudes
and sources of different forms of energy manifestations, such as nuclear and
chemical energy)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o energy, work, force, kinetic energy, gravitational potential energy,
potential energy, chemical potential energy, thermal energy,
transformation
 performs basic processes such as:
o describing energy and momentum
o recognizing or recalling accurate statements about the fact that energy can
be transformed from one form to another
o recognizing the correct change of kinetic or potential energy of an object
when provided its mass, velocity, height and possible solutions
o describing different energy manifestations
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
10
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to produce a detailed total budget of momentum and energy
transformations over the various time periods of a disintegrating collision between
two automobiles. The time periods should include the time instant prior to the
collision event, the period of time when the car bodies are undergoing
deformation and disintegration, and the time when the engines and other parts of
the cars possess a chosen fractional value between the start of the collision event.
 Ask students to design roller coaster-type ramps, containing vertical loops, up
hills, down hills, and U-turns, and which are required to possess the minimum
amount of raised side railings (i.e. guardrails).
Level 3.0
 Ask students to describe and explain the transformation of kinetic energy to
thermal energy during a non-disintegrating collision between two unequal
automobiles possessing given masses and given velocities.
Ask students to diagram and calculate the momentum of two unequal automobiles
in a non-disintegrating collision before and after collision given the initial
velocities and masses.
 Ask students to describe and explain the transformation of gravitational potential
energy to translational kinetic and rotational kinetic energies as a ball rolls down a
tilted ramp after being released.
Level 2.0
 Ask students to recall definition of momentum, energy, thermal energy, chemical
potential energy, work, force, translational kinetic energy, rotational kinetic
energy, and gravitational potential energy.
 Ask students to describe energy and momentum.
 Ask students to recognize accurate statements about the fact that energy can be
transformed from one form to another.
 Ask students to recognize the correct change of kinetic or potential energy of an
object when provided its mass, velocity, height and possible solutions.
 Ask students to describe different energy manifestations.
11
Topic: Conservation Laws
Strand: Physics
Standard 3: MATTER AND ENERGY CONSERVATION: Understand the nature
of momentum and energy transformations.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving conservation laws the student will:
 (SC.PH.3.7) use the conservation of energy law to solve problems involving
energy transformation (calculate the final velocity of a given object, given its
initial velocity, mass, height, final height, and the amount of work done to it by
external forces initially)
 (SC.PH.3.8) use the conservation of energy and momentum laws to predict
both quantitatively and qualitatively the results of interactions of objects
within a variety of simple systems (solve problems by diagramming the initial
and final directions and velocities of two objects involved in inelastic
collisions, using the conservation of energy and momentum laws)
 (SC.PH.3.9) describe circumstances under which each conservation law (i.e.,
energy, momentum, mass) may be used (explain when it is appropriate to use
the momentum conservation law)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o conservation, loss, production, initial velocity, final velocity, external
forces
o elastic and inelastic collisions, conservation of energy, conservation of
momentum, energy dissipation
o center of mass, center of gravity, frame of reference
 performs basic processes such as:
o recognizing the final velocity of an object when provided its initial
velocity, mass, height, final height, the amount of work done to it by
external forces and possible solutions
o recognizing the most accurate prediction of the interaction between two
objects when provided possible solutions
o recalling circumstances under which conservation laws may be used
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
12
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to evaluate the effectiveness of various roadside safety devices
designed to minimize passenger injury of impacts, such as large plastic containers
of sand, deformable bladders that eject water on impact, concrete barriers, and
collapsible guardrails.
Level 3.0
 Ask students to describe and explain in detail the roles of conservation of
momentum and of energy play when a projectile of known mass, possessing an
initial velocity hits another object of given mass and initially at rest and is
embedded in it and both move away; also ask the students to calculate the energy
lost to the above system given the initial velocity of the projectile and the final
velocity of the object.
Level 2.0
 Ask students to recognize the final velocity of an object when provided its initial
velocity, mass, height, final height, the amount of work done to it by external
forces and possible solutions.
 Ask students to recognize the most accurate prediction of the interaction between
two objects when provided possible solutions.
 Ask students to recall circumstances under which conservation laws may be used.
 Ask students to identify or produce definitions to the following terms:
conservation, loss, production, initial velocity, final velocity, external forces,
elastic and inelastic collisions, conservation of energy, conservation of
momentum, energy dissipation, center of mass, center of gravity, frame of
reference.
13
Topic: Motion
Strand: Physics
Standard 4: FORCE AND MOTION: Understand the relationship between force,
mass, and motion of objects.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving motion the student will:
 (SC.PH.4.1) solve problems using the universal law of gravity (determine the
force of gravitational attraction between two objects given their masses and
distance apart)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o gravitational constant, universal law of gravitation, gravitational strength,
center-to-center distance, inversely proportional, Cavendish experiment
gravitational attraction, elevation dependence of gravitational strength
 performs basic processes such as:
o recognizing correct answers to problems using the universal law of gravity
when provided possible solutions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
14
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to predict whether objects of various given masses and approach
velocity vectors would be captured or sling-shot by the Earth or would impact the
Earth.
Level 3.0
 Ask students to explain and calculate the mass of a heavenly body given the
orbital period and radius of an object of known mass orbiting the body.
Level 2.0
 Ask students to recall the definitions or to describe the universal law of gravity,
inversely proportional, satellite, orbital period, and Kepler’s Law.
 Ask students to recognize correct answers to problems using the universal law of
gravity when provided possible solutions.
15
Topic: Motion
Strand: Physics
Standard 4: FORCE AND MOTION: Understand the relationship between force,
mass, and motion of objects.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving motion the student will:
 (SC.PH.4.2) solve two-dimensional trajectory problems (calculate the
horizontal range, the time to reach the maximum height, and the components
of the final velocity of a projectile given its initial velocity, angle, and height)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o independence between horizontal and vertical components of motion,
initial velocity, final velocity, absence of air resistance, angle of launch
projectile motion, ideal parabolic trajectory
 performs basic processes such as:
o recognizing correct answers to two-dimensional trajectory problems when
provided possible solutions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
16
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to predict how far from the bulls-eye of a target situated at a given
distance would be hit by a bullet fired at a given velocity by a rifle aimed at the
bulls-eye.
Level 3.0
 Ask students to estimate the launch speed of a ball fired from a spring-loaded
launcher given impact distances and maximum heights of the ball launched at
various launch angles.
Level 2.0
 Ask students to sketch the trajectories of projectiles launched at various launch
angles, launch speeds, and head winds and tail winds.
 Ask students to identify or produce definitions to the following terms:
independence between horizontal and vertical components of motion, initial
velocity, final velocity, absence of air resistance, angle of launch projectile
motion, ideal parabolic trajectory.
17
Topic: Motion
Strand: Physics
Standard 4: FORCE AND MOTION: Understand the relationship between force,
mass, and motion of objects.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving motion the student will:
 (SC.PH.4.3) solve two-dimensional problems involving balanced forces (i.e.,
statics) (use the equations of force and motion to solve a two dimensional
problem in which the sum of all forces and sum of all torques upon a given
object is zero)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o net external force, torque, moment arm, center of mass
 performs basic processes such as:
o recognizing correct answers to two-dimensional problems involving
balanced forces and torques when provided possible solutions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
18
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to predict the maximum wind speed that a concrete tile wall of given
height and concrete base of given width and height would be able to withstand
without overturning.
Level 3.0
 Ask students to calculate how far from the edge of a table an object may be
placed, without tipping over, when it is placed on a meter stick of given mass
when the a portion of the meter stick is extended a given distance over the edge;
the meter stick is unsupported otherwise.
Level 2.0
 Ask students to recall definitions of torque, moment arm, overturning moment,
balance of forces, and net external force.
 Ask students to recognize correct answers to two-dimensional problems involving
balanced forces and torques when provided possible solutions.
19
Topic: Motion
Strand: Physics
Standard 4: FORCE AND MOTION: Understand the relationship between force,
mass, and motion of objects.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving motion the student will:
 (SC.PH.4.4) analyze motion in terms of position, time, velocity and
acceleration, quantitatively, graphically, and qualitatively (predict and
describe the motion of a given object using position versus time and velocity
versus time graphs, the slopes of these graphs and experimental data)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o displacement, change of displacement, distance, average speed,
instantaneous speed, position, change of position, time interval, change
of velocity, rate, direction, magnitude, acceleration, deceleration, speed
 performs basic processes such as:
o recognizing the terms and equations for position, time, velocity, speed,
and acceleration
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or
omissions regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
20
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Component A. Ask students to apply the laws of physics to quantitatively
estimate the deceleration that would be experienced by the torso of a sky diver
wearing a wing suit upon landing on a ramp, which either is designed by the
student in Component B or is given by another source, to eliminate the use of
parachute to survive a jump from a flying airplane. The student has to evaluate
the feasibility of the concept of surviving a landing at the end of freefall without
the use of a parachute.
 Component B. Ask students to invent (design) a landing device (e.g., a ramp)
which would allow a sky diver wearing a wing suit to survive a jump from a
flying airplane.
 Component C. Ask students to research (investigate) the various physical
parameters surrounding the survivability of a fall.
Level 3.0
 Ask students to measure and graphically display the instantaneous speeds of a
glider sliding down a slightly tilted air track. Ask students to estimate the
acceleration of the glider with respect to distance along the track.
Level 2.0
 Ask students to recall definitions of instantaneous speed, average speed,
acceleration with respect to time.
 Ask students to contrast displacement and distance along a straight track and
along a circular track.
21
Topic: Relationship Between Force, Mass, and Motion
Strand: Physics
Standard 4: FORCE AND MOTION: Understand the relationship between force,
mass, and motion of objects.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving the relationship between force, mass, and
motion the student will:
 (SC.PH.4.6) use Newton’s Laws (e.g., F = ma) together with the kinematic
equations to predict the motion of an object (determine the displacement of an
object, given its initial and final velocities, direction of motion, and
acceleration, using the kinematic equations)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o initial and final velocities, initial position, inertia, mass, weight, external
force, internal force, static friction, dynamic friction, uniform acceleration,
initial displacement, action, reaction, equal and opposite
 performs basic processes such as:
o recognizing or recalling and describing the kinematic equations
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
22
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to estimate how fast stunt cars must be traveling up a hill of given
curvature in order to land so that the undercarriage of a sedan just touches the
pavement after flying over the top of the hill; the undercarriage touches the
pavement on account of complete compression of the shock absorbers of the car.
Level 3.0
 Ask students to calculate piecewise the trajectory of a pendulum using Newton’s
Second Law of Motion, in conjunction with the displacement equation, the
trajectory of a pendulum of given length, which is released from rest.
Level 2.0
 Ask students to recall definitions of force, inertia, external force, internal force,
action, reaction, equal and opposite, uniform acceleration.
 Ask students to recall and describe the kinematic equations.
23
Topic: Relationship Between Force, Mass, and Motion
Strand: Physics
Standard 4: FORCE AND MOTION: Understand the relationship between force,
mass, and motion of objects.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving the relationship between force, mass, and
motion the student will:
 (SC.PH.4.7) resolve two-dimensional vectors into their components, and use
the resultant vectors to solve problems involving force and motion, both
graphically and quantitatively (use two dimensional vectors to graphically
solve a problem involving force and motion and explain the solution)
 (SC.PH.4.7) add and subtract vectors and transform between Cartesian and
polar representation of vectors
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o perpendicular components, orthogonal, resultant, graphical representation,
magnitude, and direction, geometrical projections
o tail and head of vectors, Cartesian representation, polar representation,
coordinate system, Pythagorean theorem, sine, cosine, tangent, inverse
trigonometric functions, opposite leg, adjacent leg
 performs basic processes such as:
o recognizing correct graphs of problems when provided the vectors and
possible solutions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
24
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to analyze the motion of a pendulum on a rotating reference frame
(e.g., Focault pendulum) and relate its motion to the local rate of rotation at a
given latitude on Earth. The analysis should include quantitative resolution of the
various components of forces acting on the mass.
Level 3.0
 Ask students to resolve the gravitational force on the mass at the end of a simple
pendulum and apply Newton’s Laws of motion and the displacement equation to
obtain a graphical and quantitative description of the motion of the mass,
including displacement, velocity, and acceleration.
 Ask students to resolve the components of forces acting on a given mass, which is
suspended motionlessly from a string, resulting in a V-shaped configuration for
the string. The balance of forces in both the horizontal and vertical directions
should yield zero net forces acting on the mass.
Level 2.0
 Ask students to state the period of oscillation of a pendulum.
 Ask students to recognize accurate statements about the fact that the period is
independent of the mass at the end of a pendulum.
 Ask students to identify the points of maxima and minima of displacement,
velocity, and acceleration.
 Ask students to add and subtract two-dimensional vectors to obtain the resultant
vector graphically.
 Ask students to identify or produce definitions to the following terms:
perpendicular components, orthogonal, resultant, graphical representation,
magnitude, and direction, geometrical projections, tail and head of vectors,
Cartesian representation, polar representation, coordinate system, Pythagorean
theorem, sine, cosine, tangent, inverse trigonometric functions, opposite leg,
adjacent leg.
25
Topic: Heat and Temperature
Strand: Physics
Standard 5: HEAT AND THERMODYNAMICS: Understand the laws of
thermodynamics and their applications.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving heat and temperature the student will:
 (SC.PH.5.1) explain that heat flow and work are two forms of energy transfer
between systems (describe the heat flow between two closed systems in terms
of energy transfer)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o thermal energy, mechanical energy, dissipation, ambient temperature,
system, closed system, open system, environment, translational kinetic
energy, temperature, random collisions
 performs basic processes such as:
o recognizing or recalling the direction of flow of energy given temperature
differences
o giving examples of heat flow and work between systems
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
26
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to explain how a change in one aspect of the Carnot cycle would
affect other aspects of the Carnot cycle.
 Ask students to create new generalizations about open and closed systems based
on the defining characterizations of each.
Level 3.0
 Ask students to explain the thermodynamics of an engine in terms of the Carnot
cycle.
 Ask students to compare and contrast open and closed systems and the various
ways that energy is transferred.
Level 2.0
 Ask students to state the definitions of reversible and irreversible.
 Ask students to state the definitions of open and closed systems.
 Ask students to list the ways how energy is transferred.
27
Topic: Heat and Temperature
Strand: Physics
Standard 5: HEAT AND THERMODYNAMICS: Understand the laws of
thermodynamics and their applications.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving heat and temperature the student will:
 differentiate between heat, specific heat, and temperature (compare heat to
specific heat and temperature in two different simple systems (e.g., heating
water and boiling water))
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o states of matter, phase change, condensation, evaporation, sublimation,
vibrational and translational kinetic energy, latent heat, heat of
transformation, heat of fusion, Celsius, Fahrenheit, triple point
 performs basic processes such as:
o explaining the ideas of heat, specific heat, and temperature
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
28
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Provide students with generalizations about heat, specific heat and temperature
and ask students to predict and explain what will happen based on these
generalizations.
Level 3.0
 Ask students to differentiate between heat, specific heat and temperature.
Level 2.0


Ask students to explain the ideas of heat, specific heat and temperature.
Ask students to identify or produce definitions to the following terms: states of
matter, phase change, condensation, evaporation, sublimation, vibrational and
translational kinetic energy, latent heat, heat of transformation, heat of fusion,
Celsius, Fahrenheit, triple point
29
Topic: Laws of Thermodynamics
Strand: Physics
Standard 5: HEAT AND THERMODYNAMICS: Understand the laws of
thermodynamics and their applications.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving the laws of thermodynamics the student
will:
 explain the laws of thermodynamics and describe practical applications
(describe the three laws of thermodynamics and give a practical application
of each of the laws)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o internal energy, work, mechanical energy, ideal gas law, conservation,
entropy, pressure, volume
 performs basic processes such as:
o recognizing or recalling accurate statements about adiabatic process,
constant volume process, cyclical process, and free expansion
o recognizing or recalling the three laws of thermodynamics
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
30
Sample Tasks for Levels 4.0, 3.0 & 2.0 for Levels 4.0, 3.0, & 2.0
Level 4.0
 Ask students to compare and contrast the three laws of thermodynamics.
Level 3.0
 Ask students to describe the three laws of thermodynamics and give a practical
application of each of the laws.
Level 2.0
 Provide students with statements about the adiabatic process, constant volume
process, cyclical process, and free expansion, ask students to identify which are
accurate and which are inaccurate.
 Ask students to recognize or recall the three laws of thermodynamics.
 Ask students to identify or produce definitions to the following terms: internal
energy, work, mechanical energy, ideal gas law, conservation, entropy, pressure,
volume.
31
Topic: Heat Engines
Strand: Physics
Standard 5: HEAT AND THERMODYNAMICS: Understand the laws of
thermodynamics and their applications.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving heat engines the student will:
 calculate heat flow, work, and efficiency in an ideal heat engine (determine
the heat flow, work and efficiency of an ideal heat engine quantitatively)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o reversible and irreversible processes, adiabatic, isothermal
expansion, isobaric, Carnot cycle, efficiency, heat engine, heat
pump ,source, sink, ideal gas law, equilibrium, p-v work, p-v
diagram

performs basic processes such as:
o recognizing or recalling accurate statements about the potential of
obtaining work from temperature difference
o recognizing or recalling accurate statements about the correct
cyclical path of a heat engine when provided possible solutions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
32
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to compare and contrast the heat flow, work and efficiency of an
ideal heat engine with one that is not.
Level 3.0
 Ask students to determine the heat flow, work and efficiency of an ideal heat
engine quantitatively.
Level 2.0
 Ask students to identify the accuracy or inaccuracy of the following:
o potential of obtaining work from temperature difference.
o the correct cyclical path of a heat engine when provided possible
solutions.
 Ask students to identify or produce definitions of the following terms: reversible
and irreversible processes, adiabatic, isothermal expansion, isobaric, Carnot
cycle, efficiency, heat engine, heat pump ,source, sink, ideal gas law,
equilibrium, p-v work, p-v diagram.
33
Topic: Heat Engines
Strand: Physics
Standard 5: HEAT AND THERMODYNAMICS: Understand the laws of
thermodynamics and their applications.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving heat engines the student will:
 use the first law of thermodynamics to describe the work cycle of a heat
engine (apply the first law of thermodynamics, using the formula U = Q – W
as well as conceptual understanding, to explain the work cycle of a given heat
engine)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o thermodynamics, First Law of Thermodynamics, heat source and sink,
work cycle, heat engine
 performs basic processes such as:
o recognizing or recalling accurate statements about the fact that real heat
engines lose some heat to surroundings
o giving examples of the first law of thermodynamics
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
34
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to create and explain a metaphor or analogy for the first law of
thermodynamics.
Level 3.0
 Ask students to apply the first law of thermodynamics, using the formula U = Q
– W and explain the work cycle of a given heat engine.
Level 2.0
 Provide students with statements about real heat engines losing some heat to
surroundings, ask students to identify which are accurate and which are
inaccurate.
 Ask students to give examples of the first law of thermodynamics.
 Ask students to identify or produce definitions to the following terms:
thermodynamics, First Law of Thermodynamics, heat source and sink, work
cycle, heat engine.
35
Topic: Heat Engines
Strand: Physics
Standard 5: HEAT AND THERMODYNAMICS: Understand the laws of
thermodynamics and their applications.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving heat engines the student will:
 explain how the law of conservation of energy applies to work in a heat engine
(describe the forms of energy that are put into and produced by a given heat
engine and explain that they are equal in accordance with the law of
conservation of energy)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o energy input, work output, conservation, source, sink, thermal isolation,
forms of energy, transformation
 performs basic processes such as:
o recognizing or recalling accurate statements about how the law of
conservation of energy applies to work in a heat engine
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
36
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to compare and contrast the forms of energy that are put into and
produced by a given heat engine.
Level 3.0
 Ask students to describe the forms of energy that are put into and produced by a
given heat engine and explain how they are equal in accordance with the law of
conservation of energy.
Level 2.0
 Provide students with statements about how the law of conservation of energy applies
to work in a heat engine, ask students to identify which are accurate and which are
inaccurate.
 Ask students to identify or produce definitions to the following terms: energy input,
work output, conservation, source, sink, thermal isolation, forms of energy,
transformation.
37
Topic: Mechanical Waves
Strand: Physics
Standard 6: WAVES: Understand the nature of waves, including the characteristic
properties of the electromagnetic spectrum, optics, and sound waves.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving mechanical waves the student will:
 analyze transverse and longitudinal waves in mechanical and non-mechanical
media (e.g., seismic waves, sound waves) (compare transverse and
longitudinal waves produced by various mechanical media to waves such as
sound or seismic waves)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o propagation medium, equilibrium level, compression, rarefaction,
vibration, traveling pulse, direction of wave travel, direction of vibration ,
perpendicular, longitudinal, transverse, wave speed, particle speed,
elongation, wave group, group speed, plane and spherical waves, stratified
media
 performs basic processes such as:
o describing transverse and longitudinal waves in mechanical and nonmechanical media
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
38
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Provide students with generalizations about transverse and longitudinal waves in
mechanical and non-mechanical media, ask students to predict and explain what
will happen based on these generalizations.
Level 3.0
 Ask students to compare transverse and longitudinal waves produced by various
mechanical media to waves such as sound or seismic waves.
Level 2.0
 Ask students to describe transverse and longitudinal waves in mechanical and
non-mechanical media.
 Ask students to identify or produce definitions to the following terms:
propagation medium, equilibrium level, compression, rarefaction, vibration,
traveling pulse, direction of wave travel, direction of vibration , perpendicular,
longitudinal, transverse, wave speed, particle speed, elongation, wave group,
group speed, plane and spherical waves, stratified media.
39
Topic: Calculations
Strand: Physics
Standard 6: WAVES: Understand the nature of waves, including the characteristic
properties of the electromagnetic spectrum, optics, and sound waves.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving calculations the student will:
 solve problems involving wavelength, frequency, period, intensity, amplitude,
range, speed, absorption, reflection, diffraction, Doppler Effect, and refraction
(calculate the wavelength of a wave, given its frequency and speed)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o wavelength, wave number, period, frequency, absorption, reflection,
diffraction, refraction, coherence, constructive and destructive
interference, dispersion relation, phase, angle of incidence, angle of
refraction, angle of reflection, interface, attenuation
 performs basic processes such as:
o recognizing the correct answer for problems involving wavelength,
frequency, amplitude, period, speed, absorption, reflection, diffraction,
and refraction when provided possible solutions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
40
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to predict how a change in speed would affect the frequency and
calculate the wavelength based on these changes.
Level 3.0
 Ask students to calculate the wavelength of a wave, given its frequency and
speed.
Level 2.0
 Provide students with possible solutions for problems involving wavelength,
frequency, amplitude, period, speed, absorption, reflection, diffraction and
refraction, ask students to identify the correct answer for each problem.
 Ask students to identify or produce definitions to the following terms:
wavelength, wave number, period, frequency, absorption, reflection, diffraction,
refraction, coherence, constructive and destructive interference, dispersion
relation, phase, angle of incidence, angle of refraction, angle of reflection,
interface, attenuation.
41
Topic: Optics
Strand: Physics
Standard 6: WAVES: Understand the nature of waves, including the characteristic
properties of the electromagnetic spectrum, optics, and sound waves.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving optics the student will:
 use the concepts of wave motion to predict qualitatively and quantitatively the
various properties of a simple optical system (draw an accurate ray diagram
of a given simple optical system)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o lens, transmittance, reflectance, specular, diffuse, refraction, resolution,
microscope, telescope, aberration, stigmatism, depth of field, focal length,
internal reflection, intensity
 performs basic processes such as:
o describing the concepts of wave motion including the various properties of
a simple optical system
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
42
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to compare and contrast ray diagrams of optical systems.
Level 3.0
 Ask students to draw an accurate ray diagram of a given simple optical system.
Level 2.0
 Ask students to describe the concepts of wave motion including the various
properties of a simple optical system.
 Ask students to identify or produce definitions to the following terms: lens,
transmittance, reflectance, specular, diffuse, refraction, resolution, microscope,
telescope, aberration, stigmatism, depth of field, focal length, internal reflection,
intensity.
43
Topic: The Electromagnetic Spectrum
Strand: Physics
Standard 6: WAVES: Understand the nature of waves, including the characteristic
properties of the electromagnetic spectrum, optics, and sound waves.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving the electromagnetic spectrum the student
will:
 describe the range of the electromagnetic spectrum and polarizing property of
various scattering, transmitting, and reflecting media (explain the range of
wavelengths that exist on the electromagnetic spectrum (e.g., radio waves,
microwaves, infrared radiation ,visible light))
 describe polarization of electromagnetic radiation
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o electromagnetic spectrum, short wave, ionosphere, scattering, absorption,
bending of waves, spectral lines, radiation, line-of-sight, microwave,
infrared radiation, ultraviolet, Xray, cosmic ray, visible light , polarization
 performs basic processes such as:
o recognizing or recalling accurate statements about transmission of
polarized and un-polarized light through polarizing media
o giving examples of the frequencies within the range of the electromagnetic
spectrum
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
44
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Provide students with generalizations about the range of wavelengths on the
electromagnetic spectrum, ask students to predict and explain what will happen
based on these generalizations.
Level 3.0
 Ask students to explain the range of wavelengths that exist on the electromagnetic
spectrum (e.g., radio waves, microwaves, infrared radiation, visible light).
 Ask students to describe polarization of electromagnetic radiation.
Level 2.0
 Provide students with statements about transmission of polarized and un-polarized
light through polarizing media, ask students to identify which are correct and
which are incorrect.
 Ask students to give examples of the frequencies within the range of the
electromagnetic spectrum.
 Ask students to identify or produce definitions to the following terms:
electromagnetic spectrum, short wave, ionosphere, scattering, absorption, bending
of waves, spectral lines, radiation, line-of-sight, microwave, infrared radiation,
ultraviolet, Xray, cosmic ray, visible light, polarization.
45
Topic: Electrical and Magnetic Fields
Strand: Physics
Standard 7: ELECTRIC AND MAGNETIC PHENOMENA: Understand the
nature and applications of electricity and magnetism.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving electrical and magnetic fields the student
will:
 describe the relationships among charged particles, electrical current,
electrical potential, electric fields, and magnetic fields (explain and give
examples of the relationships among charged particles, electrical current,
electrical potential, electric fields, and magnetic fields, diagram the electric
field lines and magnetic field lines)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o static electricity, electrical current, electric and magnetic field, electrical
potential, direct current, alternating current, Coulomb’s Law, electric
dipole, ground potential, induced electric field, ferromagnetism, remanent
magnetic field, paramagnetism, electric permitivity
 performs basic processes such as:
o recognizing or recalling accurate statements about the relationships among
charged particles, electrical current, electrical potential, electric fields, and
magnetic fields
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
46
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to predict and explain how a change in one aspect of the
relationships among charged particles, electrical current, electrical potential,
electric fields, and magnetic fields, diagram the electric field lines and magnetic
field line would affect other aspects of the relationships.
Level 3.0
 Ask students to explain and give examples of the relationships among charged
particles, electrical current, electrical potential, electric fields, and magnetic
fields, diagram the electric field lines and magnetic field line.
Level 2.0
 Provide students with statements about the relationships among charged particles,
electrical current, electrical potential, electric fields, and magnetic fields, ask
students to identify which are correct and which are incorrect.
 Ask students to identify or produce definitions to the following terms: static
electricity, electrical current, electric and magnetic field, electrical potential,
direct current, alternating current, Coulomb’s Law, electric dipole, ground
potential, induced electric field, ferromagnetism, remanent magnetic field,
paramagnetism, electric permittivity.
47
Topic: Electrical and Magnetic Fields
Strand: Physics
Standard 7: ELECTRIC AND MAGNETIC PHENOMENA: Understand the
nature and applications of electricity and magnetism.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving electrical and magnetic fields the student
will:
 demonstrate and explain how to determine the direction of a magnetic field
produced by a current flowing in a straight wire or in a coil (describe how the
right hand rule works)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o relative motion, permanent magnet, electromagnet, Ampere’s Law,
magnetic susceptibility, magnetic flux, conductivity
 performs basic processes such as:
o giving an example of a magnetic field produced by a current flowing in a
straight wire or in a coil
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
48
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to create and explain a metaphor or analogy for the right hand rule.
Level 3.0
 Ask students to describe how the right hand rule works.
Level 2.0
 Ask students to give an example of a magnetic field produced by a current
flowing in a straight wire or in a coil.
 Ask students to identify or produce definitions to the following terms: relative
motion, permanent magnet, electromagnet, Ampere’s Law, magnetic
susceptibility, magnetic flux, conductivity.
49
Topic: Electrical and Magnetic Fields
Strand: Physics
Standard 7: ELECTRIC AND MAGNETIC PHENOMENA: Understand the
nature and applications of electricity and magnetism.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving electrical and magnetic fields the student
will:
 explain how currents are induced in conductors by changing magnetic fields
(describe how magnetic fields can be used to generate an electric current in a
conductor)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o induced current, Faraday’s Law, relative motion, magnetic flux,
inductance
 performs basic processes such as:
o giving an example of an induced current
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
50
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Provide students with generalizations about magnetic fields generating an
electrical current in a conductor, ask students to predict and explain what will
happen based on these generalizations.
Level 3.0
 Ask students to describe how magnetic fields can be used to generate an electric
current in a conductor.
Level 2.0
 Ask students to give an example of an induced current.
 Ask students to identify or produce definitions to the following terms: induced
current, Faraday’s Law, relative motion, magnetic flux, inductance.
51
Topic: Electrical and Magnetic Fields
Strand: Physics
Standard 7: ELECTRIC AND MAGNETIC PHENOMENA: Understand the
nature and applications of electricity and magnetism.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving electrical and magnetic fields the student
will:
 describe how electric and magnetic fields contain energy and act as vector
force fields (represent a magnetic field using a diagram)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o mechanical energy, electrical potential energy, vector fields, capacitance,
inductance, Joule heating, electron drift, free electron
 performs basic processes such as:
o giving examples of how electric and magnetic fields contain energy and
act as vector force fields
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
52
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to compare and contrast various diagrams of magnetic fields.
Level 3.0
 Ask students to draw a diagram representing a magnetic field.
Level 2.0
 Ask students to give examples of how electric and magnetic fields contain energy
and act as vector force fields.
 Ask students to identify or produce definitions to the following terms: mechanical
energy, electrical potential energy, vector fields, capacitance, inductance, Joule
heating, electron drift, free electron.
53
Topic: Electrical and Magnetic Fields
Strand: Physics
Standard 7: ELECTRIC AND MAGNETIC PHENOMENA: Understand the
nature and applications of electricity and magnetism.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving electrical and magnetic fields the student
will:
 calculate the force on a charged particle in an electric field (determine the
force on a charged particle in a given electric field using the formula F = qE,
where E is the electric field at the position of the particle and q is the charge
of the particle)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o Coulomb’s Law, electric field, point charge, induced charge, charged
shell, charged plate
 performs basic processes such as:
o recognizing the correct answer for problems involving the force on a
charged particle in an electric field when provided possible solutions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
54
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to predict and explain how a change one aspect of the formula F =
qE would affect other aspects of the formula.
Level 3.0
 Ask students to determine the force on a charged particle in a given electric field
using the formula F = qE, where E is the electric field at the position of the
particle and q is the charge of the particle.
Level 2.0
 Provide students with possible solutions for problems involving the force on a
charged particle in an electric field, ask students to identify the correct answer.
 Ask students to identify or produce definitions to the following terms: Coulomb’s
Law, electric field, point charge, induced charge, charged shell, charged plate.
55
Topic: Electrical and Magnetic Fields
Strand: Physics
Standard 7: ELECTRIC AND MAGNETIC PHENOMENA: Understand the
nature and applications of electricity and magnetism.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving electrical and magnetic fields the student
will:
 calculate the magnitude and direction of the force on a moving particle in a
magnetic field (e.g., use the formula F = qvBsina to determine the magnitude
and direction of force on a moving particle with charge q in a magnetic field,
where v and B are the magnitudes of vectors v and B and a is the angle
between v and B)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o Lorentz force, direction of magnetic field, mass spectrometry, cyclotron
 performs basic processes such as:
o recognizing the correct answer for problems involving the magnitude and
direction of the force on a moving particle in a magnetic field when
provided possible solutions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
56
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to predict and explain how a change one aspect of the formula F =
qBsina would affect other aspects of the formula.
Level 3.0
 Ask students to use the formula F = qvBsina to determine the magnitude and
direction of force on a moving particle with charge q in a magnetic field, where v
and B are the magnitudes of vectors v and B and “a” is the angle between v and
B.
Level 2.0
 Provide students with possible solutions for problems involving the magnitude
and direction of the force on a moving particle in a magnetic field, ask students to
identify the correct answer.
 Ask students to identify or produce definitions to the following terms: Lorentz
force, direction of magnetic field, mass spectrometry, cyclotron.
57
Topic: Electrical Currents
Strand: Physics
Standard 7: ELECTRIC AND MAGNETIC PHENOMENA: Understand the
nature and applications of electricity and magnetism.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving electrical currents the student will:
 analyze simple arrangements of components in series or parallel circuits, both
quantitatively and qualitatively (diagram a simple circuit containing resistors,
transistors, or capacitors, showing the direction and value of current at all
points in the circuit)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o parallel circuit, series circuit, R-C constant, resistivity, conductance,
Ohm’s Law, diode, transistor, collector, emitter, emitter-biased, gate,
anode, cathode, breakdown voltage, reversed-biased
 performs basic processes such as:
o describing simple series or parallel circuits
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
58
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to create a live circuit containing resistors, transistors or capacitors
and present their project to the class.
Level 3.0
 Ask students to diagram a simple circuit containing resistors, transistors, or
capacitors, showing the direction and value of current at all points in the circuit.
Level 2.0
 Ask students to describe simple series or parallel circuits.
 Ask students to identify or produce definitions to the following terms: parallel
circuit, series circuit, R-C constant, resistivity, conductance, Ohm’s Law, diode,
transistor, collector, emitter, emitter-biased, gate, anode, cathode, breakdown
voltage, reversed-biased.
59
Topic: Energy Release
Strand: Physics
Standard 8: NUCLEAR REACTIONS AND ENERGY: Understand the properties
of nuclear energy.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving energy release the student will:
 describe and calculate how the energy release per gram of material is much
larger in nuclear fission or fusion reactions than in chemical reactions and how
the change in mass is small but significant in nuclear reactions (e.g., ,explain
how nuclear reactions convert a very small amount of mass into a large
amount of energy using E=mc2)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o fission, fusion, atomic, nuclear, isotopes, mass number, reactants, products
 performs basic processes such as:
o providing examples of nuclear fission or fusion reactions and chemical
reactions and recalling that the change in mass is smaller in nuclear
reactions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
60
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Provide students with generalizations about nuclear reactions using E=mc2, ask
students to predict and explain what will happen based on these generalizations.
Level 3.0
 Ask students to explain how nuclear reactions convert a very small amount of
mass into a large amount of energy using E=mc2.
Level 2.0
 Ask students to provide examples of nuclear fission or fusion reactions and
chemical reactions and recall that the change in mass is smaller in nuclear
reactions.
 Ask students to identify or produce definitions to the following terms: fission,
fusion, atomic, nuclear, isotopes, mass number, reactants, products.
61
Topic: Energy Release
Strand: Physics
Standard 8: NUCLEAR REACTIONS AND ENERGY: Understand the properties
of nuclear energy.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving energy release the student will:
 determine the amount of radioactive substance remaining after an integral
number of half-lives have passed (e.g., calculate the amount of a specific
radioactive substance remaining after a given number of half-lives have
passed, apply carbon dating to determine age of specimens)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o fission, fusion, atomic, nuclear, isotopes, mass number, reactants,
products, exponential decay, daughter elements, radioactivity, background
radiation, tritium, beta decay, proton, neutron, electron, weak interaction,
unstable elements, half-life, carbon dating, argon dating
 performs basic processes such as:
o recognizing the correct amount of radioactive substance remaining when
provided the number of half-lives that have passed and possible solutions
o recognizing the age of specimens when given specimens and possible ages
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
62
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to calculate the amount of time it takes for all radioactive substances
to disappear from specific specimens.
Level 3.0
 Ask students to calculate the amount of a specific radioactive substance remaining
after a given number of half-lives have passed, apply carbon dating to determine
age of specimens.
Level 2.0
 Provide students with the number of half-lives that have passed and possible
solutions, ask students to identify the correct amount of radioactive substance
remaining.
 Provide students with specimens and possible ages, ask students to identify the
age of specimens.
 Ask students to identify or produce definitions to the following terms: fission,
fusion, atomic, nuclear, isotopes, mass number, reactants, products, exponential
decay, daughter elements, radioactivity, background radiation, tritium, beta decay,
proton, neutron, electron, weak interaction, unstable elements, half-life, carbon
dating, argon dating.
63
Topic: Subnuclear Physics
Strand: Physics
Standard 9: PARTICLE COMPOSITION OF MATTER: Understand the
composition of nuclear matter.
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught
Level 3.5
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Level 3.0
While engaged in tasks involving energy release the student will:
 describe the fundamental role that quarks play in the makeup of matter (e.g.
explain how 3 quarks make up a particle)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o gluon, strange, charm, up, down, top, bottom quarks, cross section,
interaction, lifetime
 performs basic processes such as:
o recognizing or recalling accurate statements about the fundamental role
that quarks play in the makeup of matter
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
64
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to create and explain a metaphor or analogy about quarks and their
role in the makeup of matter.
Level 3.0
 Ask students to describe the fundamental role that quarks play in the makeup of
matter.
Level 2.0
 Ask students to recognize accurate statements about the fundamental role that
quarks play in the makeup of matter.
 Ask students to identify or produce definitions to the following terms: gluon,
strange, charm, up, down, top, bottom quarks, cross section, interaction, lifetime.
65