Download High School Advanced Physics Curriculum Essentials

High School
Advanced Physics
Curriculum Essentials
Document
Boulder Valley School District
Department of Curriculum and Instruction
May 2012
Introduction
Science Curriculum Essentials in BVSD
In 2009, the Colorado Department of Education published the most recent version of the Colorado
Academic Standards.
This revision of the Boulder Valley School District Science Curriculum had three main goals:
 align with the revised Colorado Academic Standards
 maintain unique elements of our BVSD curriculum that reach beyond the standards
 maintain a viable list of concepts and skills that students should master in each grade level or
course
Inquiry
A new organizational feature of the Colorado Academic Standards is the integration of science inquiry
skills with specific scientific concepts. Instead of having a separate standard for inquiry, the skills
associated with the process of scientific inquiry are embedded in the Evidence Outcomes for each Grade
Level Expectation. In addition, the nature and history of science has been integrated into the Grade Level
Expectations under “Nature of the Discipline”. This approach is echoed by the Framework for K-12 Science
Education: Practices, Crosscutting Concepts, and Core Ideas which states that the skills or practices of
inquiry and the core ideas “must be woven together in standards, curricula, instruction, and assessments.”
Scientific inquiry remains a central focus of the revised BVSD Science Curriculum Essentials Documents.
The following definition from the National Science Education Standards serves as the basis for our
common understanding of how scientific inquiry is defined.
Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose
explanations based on the evidence derived from their work. Inquiry also refers to the activities of
students in which they develop knowledge and understanding of scientific ideas, as well as an
understanding of how scientists study the natural world.
The following points serve to clarify the vision of what inquiry means in BVSD.
Inquiry involves five essential features, which are heavily integrated into the wording of Evidence
Outcomes in the Colorado Academic Standards. Students engaged in scientific inquiry should:
 ask or respond to scientifically oriented questions
 give priority to evidence
 formulate explanations based on evidence
 connect explanations to scientific knowledge
 communicate and justify explanations
(Inquiry and the National Science Education Standards)
Inquiry based science instruction involves a continuum of learning experiences from teacher-led to learner
self-directed activities, including but not limited to hand-on labs. Hence, both a structured assignment
involving reading and written reflection and an open-ended, hands-on investigation could be considered
inquiry as long as they involve the five essential features identified above.
The ultimate goals of inquiry-based instruction are to engage learners, develop their conceptual
understanding of the natural world around them, and to overcome misconceptions in science.
Inquiry-based activities should balance students’ application of content knowledge, creativity and critical
thinking in order to analyze data, solve a problem or address a unique question.
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BVSD Curriculum Essentials
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High School Advanced Physics Overview
Course Description
Advanced Physics will acquaint students with the
basic physical laws of our world. The major areas
of study are in measurement, light, waves, motion,
forces, energy, electricity, magnetism, and atomic
physics. Laboratory work serves to promote
understanding and to illustrate the experimental
nature of physics. Algebra and geometry are used
extensively in this course. As an advanced course,
this course goes beyond the curriculum
expectations of a standard course offering by
increasing the depth and complexity. Students are
engaged in dynamic, high‐level learning. The pace
of an advanced course may be faster than that of a
“standard” course.
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Topics at a Glance
Framework of Science
Waves and Sound
1-D and 2-D Kinematics
Electrostatics and DC Circuits
Forces and Gravitation
Magnetism
Work, Energy and Momentum
Optics
Modern Physics
Assessments
Science ACT
Teacher-created assessments
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1. Physical Science
Students know and understand common properties, forms and changes in matter and energy.
Prepared Graduates
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Physical Science standard:
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
Observe, explain, and predict natural phenomena governed by Newton's laws of motion,
acknowledging the limitations of their application to very small or very fast objects

Apply an understanding of atomic and molecular structure to explain the properties of
matter, and predict outcomes of chemical and nuclear reactions

Apply an understanding that energy exists in various forms, and its transformation and
conservation occur in processes that are predictable and measurable

Engage in scientific inquiry by asking or responding to scientifically oriented questions,
collecting and analyzing data, giving priority to evidence, formulating explanations
based on evidence, connecting explanations to scientific knowledge, and communicating
and justifying explanations.
BVSD Curriculum Essentials
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Content Area: Science - High School Advanced Physics
Standard: 1. Physical Science
Prepared Graduates:
Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority to
evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and
justifying explanations
Grade Level Expectation
Concepts and skills students master:
1. Scientists design and conduct scientific investigations; identify major sources of error or uncertainty within an investigation (e.g.,
particular measuring devices and experimental procedures); and communicate and evaluate scientific thinking that leads to
particular conclusions
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Create and defend a written plan of action for a
1. What elements of design are critical in conducting a scientific
controlled experiment
investigation?
b. Identify the independent and dependent variables in a
2. How do we know whether scientific data are accurate?
scientific investigation
3. How do we know whether the conclusions of a scientific
c. Attempt to keep all conditions other than the
investigation are valid?
independent variable constant, while monitoring
Relevance and Application:
variables that cannot be held constant
1. Most great discoveries and advancements in science have been
d. Select and use the appropriate observation or
made through conducting proper investigations; for instance the
measurement technique
discovery of the structure of the atom and the discovery of Kepler’s
e. Select and use appropriate technologies to gather,
Laws.
process, and analyze data
2. Human beings, whether scientists or not, are often engaged in
f. Record qualitative and quantitative observations
trying to understand a problem or puzzle for which they can
g. Describe how different types of technologies are used
employ the principles of scientific investigations.
in scientific investigations
Nature of Discipline:
h. Identify when error has been introduced into a
1. Use an inquiry approach to answer a testable question about an
scientific investigation because certain variables are not
application of Newton’s laws of motion.
controlled or more than one variable is changed
2. Share experimental data, respectfully discuss conflicting results,
i. Describe ways of minimizing experimental errors in a
and analyze ways to minimize error and uncertainty in
scientific investigation
measurement.
j. Distinguish between error, uncertainty, and mistakes
3. Differentiate between the use of the terms “law” and “theory” as
k. Calculate percent error
they are defined and used in science compared to how they are
l. Summarize data effectively using graphs and tables
used in other disciplines or common use.
m. Identify and use evidence to support a particular
4. Use technology to perform calculations and to organize, analyze
conclusion
and report data.
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n. Write a conclusion that links the question being
investigated to the evidence collected during the
investigation
o. Identify and explain whether or not a conclusion is
aligned with the testable question and the scientific
investigation that was conducted
p. Explain how conclusions and models from previous
scientific investigations might be revised based on new
evidence
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Content Area: Science - High School Advanced Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Grade Level Expectation
Concepts and skills students master:
2. Newton’s laws of motion describe and explain the motion of objects – but have limitations
21st Century Skills and Readiness Competencies
Evidence Outcomes
Students can:
a. States Newton’s 1st and 3rd Laws and gives examples
from the real world illustrating them
b. Understands the concept of force as a vector and
identifies all the forces acting on a chosen body
c. Writes and solves Newton’s 2nd Law to describe the
motion of bodies in one and two dimensions
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Inquiry Questions:
1. How do forces explain motion
2. How do Newton’s three laws work together and not
independently?
Relevance and Application:
1. Newton's laws are used in a variety of design processes such
as vehicle safety, aerospace, bridge design and interplanetary
probes.
2. An understanding of forces leads to safer building designs such
as earthquake-safe buildings.
3. Forces present in the Earth lead to plate tectonics.
Nature of Discipline:
1. Use an inquiry approach to answer a testable question about
an application of Newton’s laws of motion.
2. Share experimental data, respectfully discuss conflicting
results, and analyze ways to minimize error and uncertainty in
measurement.
3. Differentiate between the use of the terms “law” and “theory”
as they are defined and used in science compared to how they
are used in other disciplines or common use.
4. Use technology to perform calculations and to organize,
analyze and report data.
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Content Area: Science - High School Advanced Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Grade Level Expectation
Concepts and skills students master:
3. Linear and two‐dimensional motion, including projectile motion, can be described mathematically.
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Define and demonstrate an understanding of position,
1. How can we describe patterns of motion?
velocity, and acceleration in one dimension
2. What is the difference between velocity and acceleration?
b. Construct velocity versus time graphs depicting real
3. When and how do we use two-dimensional vectors?
motions, and interpret acceleration versus time graphs Relevance and Application:
and position versus time graphs
1. The design and operation of factory assembly lines involves
c. Write and solve the equations of one‐dimensional
application of motion concepts.
motion with constant accelerations
2. Vehicle flow systems rely on employment of motion equations.
d. Compare and contrast scalar and vector quantities:
3. Ballistic trajectory applications rely on a knowledge of projectile
speed & velocity and distance & displacement
motion.
e. Use vector diagrams to analyze problems involving
Nature of Discipline:
vector quantities
f. Be able to solve projectile motion problems
g. Understand vector problems involving relative
velocity
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Content Area: Science - High School Advanced Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Apply an understanding of atomic and molecular structure to explain the properties of matter
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
Grade Level Expectation
Concepts and skills students master:
5. The 1st and 2nd right hand rules can be used to describe magnetic phenomenon.
The Earth’s magnetic field affects a compass needle in a predictable pattern
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Use the 1st and 2nd right hand rules to describe
magnetic field and magnetic force
b. Explain how the magnetic force causes motors to spin
c. Describe why generators create AC current using
magnetic principles
d. Show that the magnetic force on a charged particle
moving across a magnetic field causes circular motion
e. Write and solve the equations to find the mass of a
particle which has passed through a mass spectrograph
f. Understand the reasons for using AC power in our
homes, and the importance of transformers for
transmitting electrical power
Inquiry Questions:
1. How are electric forces and magnetic forces similar?
2. How are electric forces and magnetic forces different?
Relevance and Application:
1. Generators use magnetic flux to create alternating current
2. Mass spectrometers utilize magnetic force to separate isotopes of
an element
3. The Earth’s magnetic field is important for the movement of
charged particles from the sun as well as navigation
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Nature of Discipline:
1. Use an inquiry approach to answer a testable question about an
application of the motion of charged particles in a magnetic field
2. Discuss the difference between a field and a force
3. Use technology to perform calculations and to organize, analyze
and report data.
BVSD Curriculum Essentials
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Content Area: Science - High School Advanced Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
Grade Level Expectation
Concepts and skills students master:
6. Coulomb’s law describes the forces between charged particles given their position and charge
Ohm’s law applied to parallel and series circuits can be used to describe the voltage and current of individual components
21st Century Skills and Readiness Competencies
Evidence Outcomes
Students can:
a. Explain the basic phenomena of “static electricity”
using the principles of attraction and repulsion of
charged particles
b. Define and show an understanding of electric force
and electric potential for stationary point charges
c. Describe and define the potential difference
mathematically and using gravitational parallels
d. Use Ohm’s Law to describe DC circuits with
combinations of resistors in series and parallel
e. Find the energy and speed of a charged particle which
has fallen through a potential difference
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Inquiry Questions:
1. How does Coulomb’s Law resemble Newton’s Law of Gravity?
2. What is the difference between series and parallel
combinations? What is the difference in voltage and current in
each combination?
Relevance and Application:
1. Electric devices are powered using the understanding of
electricity.
2. Transfer of energy through power lines is currently how our
buildings gain energy from power plants.
3. Combination of components in AC and DC circuits can be used
to create many different practical electronic devices.
Nature of Discipline:
1. Use an inquiry approach to answer a testable question about
an application of circuit laws for both electric potential and
current.
2. Share experimental data, respectfully discuss conflicting
results, and analyze ways to minimize error and uncertainty in
measurement.
3. Use technology to perform calculations and to organize,
analyze and report data.
BVSD Curriculum Essentials
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Content Area: Science - High School Advanced Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
Grade Level Expectation
Concepts and skills students master:
7. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and
experimentally determined
When energy changes form, it is neither created nor destroyed; however, because some is necessarily lost as heat, the
amount of energy available to do work decreases; momentum is conserved, and is transferred by impulse
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Define and describe basic forms of energy such as
kinetic energy, gravitational potential energy, thermal
energy, elastic potential energy, and work
b. Identify the forms of energy within a simple closed
system
c. Understand the behavior of ideal springs and how
springs cause Simple Harmonic Motion
d. Write and solve the equation of energy conservation for
a simple closed system
e. Understand the relationship between force, time,
impulse, and momentum
f. Write and solve the equations for conservation of linear
momentum within a closed system in one and two
dimensions
g. Find the center of mass of a body or system and
describe the motion of the center of mass
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Inquiry Questions:
1. How is energy used in modern machines?
2. How can we maximize efficiency when changing from one type
of energy to a different type?
Relevance and Application:
1. Changes in forms of energy are utilized in many mechanical
devices. The type of energy used depends on the design of
the device.
2. Conservation of momentum in collisions is important to
improving safety in modern transportation.
Nature of Discipline:
1. Use an inquiry approach to answer a testable question about
an application of Conservation of Energy and Momentum.
2. Share experimental data, respectfully discuss conflicting
results, and analyze ways to minimize error and uncertainty in
measurement.
3. Use technology to perform calculations and to organize,
analyze and report data.
BVSD Curriculum Essentials
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Content Area: Science - High School Advanced Physics
Standard: 1. Physical Science
Prepared Graduates:
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
Grade Level Expectation
Concepts and skills students master:
8. A wave is a disturbance that travels through space and time, which can be described mathematically and which usually
accompanied by the transfer of energy
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Define and relate, using equations and graphs,
1. How do we describe the behavior of waves?
velocity, frequency, amplitude, period and wavelength
Relevance and Application:
of a periodic wave
1. An understanding of waves leads to safer building designs such
b. Demonstrate that standing waves are a
as earthquake-safe buildings.
one‐dimensional interference pattern based on the
2. Knowledge of waves is important for understanding music theory
principle of superposition
and musical instruments.
c. Compare and contrast longitudinal and transverse
3. Weather forecasting and certain astronomical applications are
waves and give examples of each
based on the Doppler Effect.
d. Explain concepts such as echolocation, beats, Doppler
Nature of Discipline:
effect, and shock waves
e. Demonstrate understanding of the factors that affect
sound quality
f. Explain how intensity of wave energy is dependent on
amplitude and frequency
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Content Area: Science - High School Advanced Physics
Standard: 1. Physical Science
Prepared Graduates:
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
Apply and understanding of atomic and molecular structure to explain the properties of matter, and predict the outcomes of chemical
and nuclear reactions.
Grade Level Expectation
Concepts and skills students master:
9. The ray model can be used to explain the nature of electromagnetic waves and the characteristics of light.
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Write and solve Snell’s Law to model the behavior of
1. How can we use the particle model to understand how light is
light passing from one medium to another
transmitted through and reflected from various media?
b. Find real and virtual images formed by a converging
2. How does the wave model of light differ from the particle model
lens using ray drawings
and what phenomena can be explained with this model?
c. Find real and virtual images formed by mirrors and
Relevance and Application:
lenses using the mirror/lens formula
1. In medicine, surgery is performed using flexible scopes which
d. Describe the electromagnetic wave model of light
work on the principle of total internal reflection.
e. Understand the electromagnetic spectrum, and explain
2. Optical devices such as microscopes and telescopes have led to
the origin of these broad types of radiation: radio
momentous discoveries that impact our lives daily.
waves, visible light, x‐rays, and gamma rays
3. Eyeglasses, contacts, and laser eye surgery are applications of
f. Can explain and solve problems involving total internal
geometric optics that help people to overcome vision defects.
reflection
Nature of Discipline:
g. Draw ray diagrams and solve problems involving
combination of lenses
h. Understand Huygens’ Principle and how it explains
diffraction and refraction
i. Solve problems involving interference in Young’s
Double-Slit experiment
j. Understand thin film interference and polarization
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Content Area: Science - High School Advanced Physics
Standard: 1. Physical Science
Prepared Graduates:
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
Apply and understanding of atomic and molecular structure to explain the properties of matter, and predict the outcomes of chemical
and nuclear reactions.
Grade Level Expectation: High School Physics
Concepts and skills students master:
10. Quantum physics and the Special Theory of Relativity can be used to explain the behavior and motion of objects that are very small
(subatomic scale) or which are moving very fast (approaching the speed of light).
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Explain and solve problems involving the Special
1. What principles of physics can be used to solve problems dealing
Theory of Relativity
with objects that are moving very fast (approaching the speed of
b. Understand Quantum topics such as the Double-Slit
light) and objects that are very small (subatomic scale)?
Experiment, the Uncertainty Principle, and Plank’s
Relevance and Application:
Quantum Hypothesis
1. GPS satellite systems use special relativity corrections to keep
c. Describe the principles of nuclear decay, fission, fusion,
clocks adjusted correctly.
and particle physics
2. Quantum effects are important in such practical devices as lasers,
transistors, and MRI imagers.
3. Nuclear physics is the basis for nuclear power plants, which are an
important source of electrical generation in many countries.
Nature of Discipline:
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BVSD Curriculum Essentials
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Prepared Graduate Competencies in Science
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduates:

Observe, explain, and predict natural phenomena governed by Newton's laws of motion,
acknowledging the limitations of their application to very small or very fast objects

Apply an understanding of atomic and molecular structure to explain the properties of matter, and
predict outcomes of chemical and nuclear reactions

Apply an understanding that energy exists in various forms, and its transformation and conservation
occur in processes that are predictable and measurable

Analyze the relationship between structure and function in living systems at a variety of
organizational levels, and recognize living systems’ dependence on natural selection

Explain and illustrate with examples how living systems interact with the biotic and abiotic
environment

Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an
interplay between genetics and their environment

Explain how biological evolution accounts for the unity and diversity of living organisms

Describe and interpret how Earth's geologic history and place in space are relevant to our
understanding of the processes that have shaped our planet

Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a
complex system

Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and
analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting
explanations to scientific knowledge, and communicating and justifying explanations.
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BVSD Curriculum Essentials
15
Standard
High School
1. Physical
Science
Grade Level Expectation
1.
2.
3.
4.
5.
6.
2. Life Science
1.
2.
3.
4.
5.
6.
7.
8.
9.
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Newton’s laws of motion and gravitation describe the relationships
among forces acting on and between objects, their masses, and
changes in their motion – but have limitations
Matter has definite structure that determines characteristic physical
and chemical properties
Matter can change form through chemical or nuclear reactions abiding
by the laws of conservation of mass and energy
Atoms bond in different ways to form molecules and compounds that
have definite properties
Energy exists in many forms such as mechanical, chemical, electrical,
radiant, thermal, and nuclear, that can be quantified and
experimentally determined
When energy changes form, it is neither created not destroyed;
however, because some is necessarily lost as heat, the amount of
energy available to do work decreases
Matter tends to be cycled within an ecosystem, while energy is
transformed and eventually exits an ecosystem
The size and persistence of populations depend on their interactions
with each other and on the abiotic factors in an ecosystem
Cellular metabolic activities are carried out by biomolecules produced
by organisms
The energy for life primarily derives from the interrelated processes of
photosynthesis and cellular respiration. Photosynthesis transforms the
sun’s light energy into the chemical energy of molecular bonds.
Cellular respiration allows cells to utilize chemical energy when these
bonds are broken.
Cells use the passive and active transport of substances across
membranes to maintain relatively stable intracellular environments
Cells, tissues, organs, and organ systems maintain relatively stable
internal environments, even in the face of changing external
environments
Physical and behavioral characteristics of an organism are influenced
to varying degrees by heritable genes, many of which encode
instructions for the production of proteins
Multicellularity makes possible a division of labor at the cellular level
through the expression of select genes, but not the entire genome
Evolution occurs as the heritable characteristics of populations change
across generations and can lead populations to become better adapted
to their environment
BVSD Curriculum Essentials
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Standard
Grade Level Expectation
High School (continued)
3. Earth Systems
1. The history of the universe, solar system and Earth can be inferred
Science
from evidence left from past events
2. As part of the solar system, Earth interacts with various
extraterrestrial forces and energies such as gravity, solar phenomena,
electromagnetic radiation, and impact events that influence the
planet’s geosphere, atmosphere, and biosphere in a variety of ways
3. The theory of plate tectonics helps to explain geological, physical, and
geographical features of Earth
4. Climate is the result of energy transfer among interactions of the
atmosphere, hydrosphere, geosphere, and biosphere
5. There are costs, benefits, and consequences of exploration,
development, and consumption of renewable and nonrenewable
resources
6. The interaction of Earth's surface with water, air, gravity, and
biological activity causes physical and chemical changes
7. Natural hazards have local, national and global impacts such as
volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms
Eighth Grade
3. Earth Systems
1. Weather is a result of complex interactions of Earth's atmosphere, land
Science
and water, that are driven by energy from the sun, and can be
predicted and described through complex models
2. Earth has a variety of climates defined by average temperature,
precipitation, humidity, air pressure, and wind that have changed over
time in a particular location
3. The solar system is comprised of various objects that orbit the Sun
and are classified based on their characteristics
4. The relative positions and motions of Earth, Moon, and Sun can be
used to explain observable effects such as seasons, eclipses, and Moon
phases
5. Major geologic events such as earthquakes, volcanic eruptions, midocean ridges, and mountain formation are associated with plate
boundaries and attributed to plate motions
6. Geologic time, history, and changing life forms are indicated by fossils
and successive sedimentation, folding, faulting, and uplifting of layers
of sedimentary rock
7. Complex interrelationships exist between Earth’s structure and natural
processes that over time are both constructive and destructive
8. Water on Earth is distributed and circulated through oceans, glaciers,
rivers, ground water, and the atmosphere
9. Earth’s natural resources provide the foundation for human society’s
physical needs. Many natural resources are nonrenewable on human
timescales, while others can be renewed or recycled
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BVSD Curriculum Essentials
17
Standard
Seventh Grade
2. Life Science
Grade Level Expectation
1.
2.
3.
4.
5.
6.
7.
8.
9.
Sixth Grade
1. Physical
Science
1.
2.
3.
4.
5.
6.
7.
8.
9.
5/7/2012
Individual organisms with certain traits are more likely than others to
survive and have offspring in a specific environment
The human body is composed of atoms, molecules, cells, tissues,
organs, and organ systems that have specific functions and
interactions
Cells are the smallest unit of life that can function independently and
perform all the necessary functions of life
Photosynthesis and cellular respiration are important processes by
which energy is acquired and utilized by organisms
Multiple lines of evidence show the evolution of organisms over
geologic time
Human activities can deliberately or inadvertently alter ecosystems
and their resiliency
Organisms reproduce and transmit genetic information (genes) to
offspring, which influences individuals’ traits in the next generation
Changes in environmental conditions can affect the survival of
individual organisms, populations, and entire species
Organisms interact with each other and their environment in various
ways that create a flow of energy and cycling of matter in an
ecosystem
Identify and calculate the direction and magnitude of forces that act on
an object, and explain the results in the object’s change of motion
There are different forms of energy, and those forms of energy can be
changed from one form to another – but total energy is conserved
Distinguish between physical and chemical changes, noting that mass
is conserved during any change
Recognize that waves such as electromagnetic, sound, seismic, and
water have common characteristics and unique properties
Mixtures of substances can be separated based on their properties
such as solubility, boiling points, magnetic properties, and densities
All matter is made of atoms, which are far too small to see directly
through a light microscope. Elements have unique atoms and thus,
unique properties. Atoms themselves are made of even smaller
particles
Atoms may stick together in well-defined molecules or be packed
together in large arrangements. Different arrangements of atoms into
groups compose all substances.
The physical characteristics and changes of solid, liquid, and gas states
can be explained using the particulate model
Distinguish among, explain, and apply the relationships among mass,
weight, volume, and density
BVSD Curriculum Essentials
18
Standard
Fifth Grade
1. Physical
Science
2. Life Science
3. Earth Systems
Science
Grade Level Expectation
1.
1.
2.
1.
2.
3.
Fourth Grade
1. Physical
Science
2. Life Science
1.
1.
2.
3.
3. Earth Systems
Science
Third Grade
1. Physical
Science
2. Life Science
3. Earth Systems
Science
Second Grade
1. Physical
Science
2. Life Science
1.
1.
1.
1.
1.
1.
2.
3. Earth Systems
Science
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1.
Mixtures of matter can be separated regardless of how they were
created; all weight and mass of the mixture are the same as the sum
of weight and mass of its parts
All organisms have structures and systems with separate functions
Human body systems have basic structures, functions, and needs
Earth and sun provide a diversity of renewable and nonrenewable
resources
Earth’s surface changes constantly through a variety of processes and
forces
Weather conditions change because of the uneven heating of Earth’s
surface by the Sun’s energy. Weather changes are measured by
differences in temperature, air pressure, wind and water in the
atmosphere and type of precipitation
Energy comes in many forms such as light, heat, sound, magnetic,
chemical, and electrical
All living things share similar characteristics, but they also have
differences that can be described and classified
Comparing fossils to each other or to living organisms reveals features
of prehistoric environments and provides information about organisms
today
There is interaction and interdependence between and among living
and nonliving components of systems
Earth is part of the solar system, which includes the Sun, Moon, and
other bodies that orbit the Sun in predictable patterns that lead to
observable paths of objects in the sky as seen from Earth
Matter exists in different states such as solids, liquids, and gases and
can change from one state to another by heating and cooling
The duration and timing of life cycle events such as reproduction and
longevity vary across organisms and species
Earth’s materials can be broken down and/or combined into different
materials such as rocks, minerals, rock cycle, formation of soil, and
sand – some of which are usable resources for human activity
Changes in speed or direction of motion are caused by forces such as
pushes and pulls.
Organisms depend on their habitat’s nonliving parts to satisfy their
needs
Each plant or animal has different structures or behaviors that serve
different functions
Weather and the changing seasons impact the environment and
organisms such as humans, plants, and other animals
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Standard
First Grade
1. Physical
Science
2. Life Science
Grade Level Expectation
1.
Solids and liquids have unique properties that distinguish them
1.
Offspring have characteristics that are similar to but not exactly like
their parents’ characteristics
An organism is a living thing that has physical characteristics to help it
survive
Earth’s materials can be compared and classified based on their
properties
2.
3. Earth Systems
Science
Kindergarten
1. Physical
Science
1.
1.
2.
2. Life Science
1.
3. Earth Systems
Science
Preschool
1. Physical
Science
2. Life Science
1.
3. Earth Systems
Science
1.
2.
1.
2.
1.
2.
5/7/2012
Objects can move in a variety of ways that can be described by speed
and direction
Objects can be sorted by physical properties, which can be observed
and measured
Organisms can be described and sorted by their physical
characteristics
The sun provides heat and light to Earth
Objects have properties and characteristics
There are cause-and-effect relationships in everyday experiences
Living things have characteristics and basic needs
Living things develop in predictable patterns
Earth’s materials have properties and characteristics that affect how
we use those materials
Events such as night, day, the movement of objects in the sky,
weather, and seasons have patterns
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Academic Vocabulary
Absorption, Acceleration, Amplitude, Atom, Attract, Conservation Of Energy, Conservation Of Mass,
Controlled Experiment, Density, Dependent Variable, Electricity, Electromagnetic Wave, Electron,
Element, Energy, Energy Transfer, Energy Transformation, Error, Force, Frequency, Friction, Gravity,
Hypothesis, Independent Variable, Infer, Infrared, Insulator, Kinetic Energy, Length, Light, Law,
Macroscopic, Mass, Matter, Mechanical Energy, Medium, Methodology, Microscopic, Momentum, Motion,
Neutron, Non-Renewable Energy, Nuclear Energy, Nuclear Equation, Nuclear Fission, Nuclear Fusion,
Nuclear Reaction, Ohm’s Law, Period, Periodic Table, Phase, Position, Potential, Potential Energy, Proton,
Radiant Energy, Radioactive, Radius, Radius Of Orbit, Real Image, Reflection Of Waves, Refraction Of
Waves, Renewable Energy, Research-Based Evidence, Right Hand Rule, Semiconductor, Skepticism,
Snell’s Law, Substance, Super Conductor, Synthetic, System, Testable Question, Theory, Thermal
Energy, Uncertainty, Velocity, Virtual Image, Wavelength
Word
Absorption
Acceleration
Amplitude
Atom
Attract
Circuit
Conduction
Conductor
Conservation Of
Energy
Conservation Of
Mass
Controlled
Experiment
Dependent
Variable
Density
Electricity
Electromagnetic
Wave
Electron
Element
Energy
Energy Transfer
Energy
Transformation
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Definition
A reduction of the intensity of any form of radiated energy as a result of energy
conversion in a medium, such as the conversion of sound energy into heat
The rate of increase of velocity
In a wave, the maximum extent of a vibration or oscillation from the point of
equilibrium.
The smallest particle of a chemical element, consisting of a positively charged
nucleus surrounded by negatively charged electrons
To cause to draw near or adhere by physical force
A path followed or capable of being followed by an electric current
The transmission or conveying of something through a medium or passage,
especially the transmission of electric charge or heat through a conducting
medium without perceptible motion of the medium itself
A substance or medium that conducts an electric charge
A principle stating that the total energy of an isolated system remains constant
regardless of changes within the system
A principle in classical physics stating that the total mass of an isolated system is
unchanged by interaction of its parts
An experiment that isolates the effect of one variable on a system by holding
constant all Variables but the one under observation
The observed or measured variable in an experiment or study whose changes are
Determined by the presence of one or more independent variables
The mass of a substance per unit volume
A form of energy resulting from the existence of charged particles (such as
electrons or Protons), either statically as an accumulation of charge or
dynamically as a current
Wave of energy having a frequency within the electromagnetic spectrum and
propagated as a periodic disturbance of the electromagnetic field when an electric
charge oscillates or accelerates
An elementary particle in all atoms that has a negative charge
Substance composed of atoms having an identical number of protons in each
nucleus
The capacity of a physical system to do work
To pass energy from one place or thing to another
To convert energy from one form to another
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Error
Force
Frequency
Friction
Gravity
Heat
Hypothesis
Independent
Variable
Infer
Infrared
Insulator
Kinetic Energy
Law
Light
Length
Macroscopic
Mass
Matter
Mechanical
Energy
Medium
Methodology
Microscopic
Momentum
Motion
Neutron
Non-Renewable
Energy
Nuclear Energy
Nuclear Equation
Nuclear Fission
Nuclear Fusion
Nuclear Reaction
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Difference between a computed or measured value and a true or theoretically
correct value
An influence tending to change the motion of a body or produce motion or stress
in a stationary body; a push or a pull
The number of repetitions per unit time of a complete waveform
A force that resists the relative motion or tendency to such motion of two bodies
in contact
The force that attracts a body towards the center of the earth, or towards any
other physical body having mass
A form of energy associated with the motion of atoms or molecules and capable of
being Transmitted through solid and fluid media by conduction, through fluid
media by Convection, and through empty space by radiation
A tentative explanation for an observation
A manipulated variable in an experiment or study whose presence or degree
determines the change in the dependent variable
Draw conclusions, interpret, or try to explain observations
Electromagnetic radiation having a wavelength just greater than that of red light
but less than that of microwaves, emitted particularly by heated objects
A material that prevents the flow of electricity
The energy possessed by an object because of its motion
A set of statements or principles devised to mathematically model a large set of
data and has been repeatedly tested or is widely accepted, but does not explain
underlying scientific principles
Electromagnetic radiation that can produce a visual sensation
The distance of something from end to end, usually the longest dimension
Large enough to be perceived or examined by the unaided eye
The quantity of matter which a body contains, as measured by its acceleration
under a given force or by the force exerted on it by a gravitational field
Physical substance or material in general; that which occupies space and
possesses mass
Energy of an object due to its motion or position
The substance that a wave is travelling through
Means, technique, or procedure; method
Too small to be seen by the unaided eye but large enough to be studied under a
microscope
A vector quantity whose difficulty to change over time is expressed as a force (or
how much force for how long is needed to change an object’s momentum)
A natural event that involves a change in the position or location of something
A neutral elementary particle of about the same mass as a proton
Of or relating to an energy source, such as oil or natural gas, or a natural
resource, such as a metallic ore, that is not replaceable after it has been used
The energy released by a nuclear reaction
Notations are used to represent the decay of one element into another or the
fusion of atoms from different elements
The nuclear process where a nucleus splits into separate daughter nuclei as well
as other particles
The nuclear process where nuclei combine to form new elements
A change in the identity or characteristics of an atomic nucleus that results when
it is bombarded with an energetic particle, as in fission, fusion, or radioactive
decay
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Ohm’s Law
Period
Periodic Table
1. Electrical law that relates resistance, voltage and current in a DC circuit
2. The time for one complete cycle or orbit
3. A table of the chemical elements arranged in order of atomic number, usually in
rows, so that elements with similar atomic structure (and hence similar chemical
properties) appear in vertical columns
Phase
A measure of how far through a cycle a periodic disturbance has gone
Position
Place or location
Potential
The quantity that exists without the component of force (ie..potential energy
without mass, charged particle, etc…)
Potential Energy
Stored energy; the ability of a system to do work due to its position or internal
structure. For example, gravitational potential energy is a stored energy
determined by an object's position in a gravitational field while elastic potential
energy is the energy stored in a spring
Proton
An elementary particle in all atoms that has a positive charge
Radiant Energy
Energy that is transmitted in the form of (electromagnetic) radiation
Radioactive
Emitting or relating to the emission of ionizing radiation or particles
Radius
The distance between the center of mass and the outer surface
Radius Of Orbit
The distance between the center of mass (central mass for circles) and the orbit
of the mass
Real Image
An image formed by real light rays (it will appear on a screen)
Reflection Of
The process where waves are “bounced” at the appropriate angle
Waves
Refraction Of
The process where the wave speed is changed and the wave “bends” in its
Waves
direction of motion
Renewable
Energy which comes from natural resources such as sunlight, wind, rain, tides,
Energy
and geothermal heat, which are renewable (naturally replenished)
Research-Based
Data derived from sound scientific research methods. It is noted as researchEvidence
based to differentiate from anecdotal or circumstantial evidence
Right Hand Rule
The relationship between three orthogonal vectors or dimensions
Semiconductor
Any of various solid crystalline substances, such as germanium or silicon, having
electrical conductivity greater than insulators but less than good conductors, and
used especially as a base material for computer chips and other electronic devices
Skepticism
A doctrine that suspends judgment until there is sufficient scientific evidence to
believe a claim
Snell’s Law
The law of waves where the amount of speed change is related to the amount of
“bend” or direction change.
Substance
A particular kind of matter with uniform properties
Super Conductor
An element or metallic alloy which, when cooled to near absolute zero, loses all
electrical resistance
Synthetic
Prepared or made artificially
System
A group of interacting, interrelated, or interdependent elements forming a
complex whole
Testable Question A question that can tested in a scientific investigation
Theory
A set of statements or principles devised to explain a large set of data and has
been repeatedly tested or is widely accepted
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BVSD Curriculum Essentials
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Thermal Energy
Uncertainty
Velocity
Virtual Image
Wavelength
5/7/2012
The energy of the motion of the particles or the oscillations in a system; the total,
internal energy of a thermodynamic system or sample of matter that results in
the system's temperature
The estimated amount or percentage by which an observed or calculated value
may differ from the true value
A vector quantity whose magnitude is a body's speed and whose direction is the
body's direction of motion
An image that is formed by two virtual waves, it cannot be displayed on a screen
(no focal point)
The distance between cycles on an amplitude versus distance graph
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