Loudoun County Public Schools Science Curriculum Guide · PDF fileLoudoun County Public...

Loudoun County Public Schools Science Curriculum Guide

Kindergarten

Modified from the 2010 Virginia Science Standards of Learning Curriculum Framework to include pacing and resources for instruction for the 2017-18 school year

Physics 2017-18

Physics –

2017-2018 Physics Pacing Guide At a Glance

Quarter Topic Related SOL Suggested No. of Lessons Target Date for Completion

1st

Mechanics (1-D Kinematics) *1, 3, 4 2, 5a 10

November 3, 2017 Mechanics (2-D Kinematics) – Vectors 2e 7

Mechanics (2-D Kinematics) – Projectiles 5c 4

2nd

Mechanics (2-D Kinematics) – Projectiles (Continued) 5c 4

January 26, 2018 Dynamics 5b, d, e, f; 10a 10

Work, Energy and Power 5g, 6a, 7 8

3rd

Momentum 6b 5

April 6, 2018 Electrostatics 10 a, b 6

Electric Circuits 11 6

Electromagnetic Waves 8 7

4th

Sound and Waves 9 7

June 13, 2018 ‡Optics ‡L14 a, b 7

‡Fluids ‡L13 a-f 3

Modern Physics 12 3 *Scientific investigation, reasoning, and logic; nature of science; and real world physics applications (Science SOL PH.1, 3, 4) standards are infused with content throughout the year. ‡Fluids and Optics are LCPS standards.

Physics –

Introduction to Loudoun County Public Schools Science Curriculum

This Curriculum Guide and Framework is a merger of the Virginia Standards of Learning (SOL) and the Science Achievement Standards of Loudoun County Public Schools. Many sections are modifications of Virginia’s SOL documents. Suggestions on pacing and resources represent the professional consensus of Loudoun’s teachers concerning the implementation of these standards.

Contents Science Learning Goals Page 4Investigate and Understand Page 5LCPS Vision for STEM Education Page 6Meaningful Watershed Educational Experience Page 7Model Performance Indicators Page 9K-12 Safety in the Science Classroom Page 12The Role of Instructional Technology in the Science Classroom Page 13Internet Safety Page 14Science Standards of Learning Goals Page 15Science Standard PH.1 Page 16Resources for PH.1 Page 17Science Standard PH.2 Page 18Resources for PH.2 Page 19Science Standard PH.3 Page 20Resources for PH.3 Page 21Science Standard PH.4 Page 22Resources for PH.4 Page 23Science Standard PH.5 Page 24Resources for PH.5 Page 27Science Standard PH.6 Page 28Resources for PH.6 Page 29Science Standard PH.7 Page 30Resources for PH.7 Page 31Science Standard PH.8 Page 32Resources for PH.8 Page 34Science Standard PH.9 Page 35Resources for PH.9 Page 36Science Standard PH.10 Page 37Resources for PH.10 Page 38Science Standard PH.11 Page 39Resources for PH.11 Page 40Science Standard PH.12 Page 41Resources for PH.12 Page 43LCPS 13 – Fluids Page 44LCPS 14 - Optics Page 46Appendix A: Physics Focal Points Page 50 Appendix B: Course Concept Map Page 51 Appendix C: Vertical Alignment of Standards by Learning Strands Page 52

Grade One page 4

Science Learning Goals The purposes of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to achieve the following objectives:

1. Develop and use an experimental design in scientific inquiry.

2. Use the language of science to communicate understanding.

3. Investigate phenomena using technology.

4. Apply scientific concepts, skills, and processes to everyday experiences.

5. Experience the richness and excitement of scientific discovery of the natural world through the collaborative quest for knowledge and understanding.

6. Make informed decisions regarding contemporary issues, taking into account the following:

public policy and legislation;

economic costs/benefits;

validation from scientific data and the use of scientific reasoning and logic;

respect for living things;

personal responsibility; and

history of scientific discovery.

7. Develop scientific dispositions and habits of mind including:

curiosity;

demand for verification;

respect for logic and rational thinking;

consideration of premises and consequences;

respect for historical contributions;

attention to accuracy and precision; and

patience and persistence.

8. Develop an understanding of the interrelationship of science with technology, engineering and mathematics.

9. Explore science-related careers and interests.

Physics –

Investigate and Understand Many of the standards in the Science Standards of Learning begin with the phrase “Students will investigate and understand.” This phrase was chosen to communicate the range of rigorous science skills and knowledge levels embedded in each standard. Limiting a standard to one observable behavior, such as “describe” or “explain,” would have narrowed the interpretation of what was intended to be a rich, highly rigorous, and inclusive content standard. “Investigate” refers to scientific methodology and implies systematic use of the following inquiry skills:

observing; classifying and sequencing; communicating; measuring; predicting; hypothesizing; inferring; defining, controlling, and manipulating variables in experimentation; designing, constructing, and interpreting models; and interpreting, analyzing, and evaluating data. “Understand” refers to various levels of knowledge application. In the Science Standards of Learning, these knowledge levels include the ability to:

recall or recognize important information, key definitions, terminology, and facts; explain the information in one’s own words, comprehend how the information is related to other key facts, and

suggest additional interpretations of its meaning or importance; apply the facts and principles to new problems or situations, recognizing what information is required for a particular

situation, using the information to explain new phenomena, and determining when there are exceptions; analyze the underlying details of important facts and principles, recognizing the key relations and patterns that are not

always readily visible; arrange and combine important facts, principles, and other information to produce a new idea, plan, procedure, or

product; and make judgments about information in terms of its accuracy, precision, consistency, or effectiveness.

Therefore, the use of “investigate and understand” allows each content standard to become the basis for a broad range of teaching objectives. Application Science provides the key to understanding the natural world. The application of science to relevant topics provides a context for students to build their knowledge and make connections across content and subject areas. This includes applications of science among technology, engineering, and mathematics, as well as within other science disciplines. Various strategies can be used to facilitate these applications and to promote a better understanding of the interrelated nature of these four areas.

Physics –

Loudoun County Public Schools’ Vision for STEM Education According to the Congressional Research Service (2008), the United States ranks 20th among all nations in the proportion of 24-year-olds who earn degrees in natural science or engineering. In response, government, business and professional organizations have identified improvements in K-12 education in science, technology, engineering and mathematics (STEM) as a national priority. The National Academy of Sciences report, Rising Above the Gathering Storm (2007), calls for the strengthening of math and science education and for an urgent change in STEM education. The U.S. Department of Education’s Report of the Academic Competitiveness Council lists several K-12 STEM Education goals. Foremost is a goal to prepare all students with science, technology, engineering, and math skills needed to succeed in the 21st century technological economy. Increased performance in STEM fields requires STEM literacy. To become truly literate, students must have better understanding of the fields individually, and more importantly, they must understand how the fields are interrelated and interdependent. Clearly, formative experiences in STEM during their K-12 school years will allow for a deeper STEM literacy and better prepare them for university and beyond. In order to properly prepare our students, they must have a broad exposure to and a knowledge base in the STEM fields as part of their K-12 education. The goal of STEM education at LCPS is to deepen students’ knowledge, skills, and habits of mind that characterize science, technology, engineering, and mathematics. Loudoun County Public Schools has many exemplary programs designed to answer the call for STEM education. The Loudoun Governor’s Career and Technical Academy at Monroe Technology Center and the Academy of Science at Dominion High School are specialized programs that meet these goals. Additionally, LCPS offers students a variety of STEM courses and opportunities that are rigorous, demanding, and help students develop skills required for the 21st century. Based on the success of these programs, we are building capacity to provide integrated STEM education to all LCPS students. Integrated STEM in LCPS is defined as experiences that develop student understanding within one STEM area while also learning or applying knowledge and/or skills from at least one other STEM area. Within this framework of integrated STEM, LCPS science courses will develop student’s science understanding necessary to be scientifically literate; which includes science content, habits of mind, science process skills, and relevant application of scientific knowledge. Through integrated STEM science instruction students will develop an understanding of the connections with other STEM disciplines. Additionally, science instruction at LCPS is intended to generate a large pool of students prepared to pursue STEM areas in college or through further on-the-job training in the workplace. LCPS STEM experiences will:

Capitalize on student interest Build on what students already know Engage students in the practices of STEM Engage students with inquiry learning

Physics –

Meaningful Watershed Educational Experiences The “Stewardship and Community Engagement” Commitment of the Chesapeake 2000 agreement clearly focuses on connecting individuals and groups to the Bay through their shared sense of responsibility and action. The goal of this Commitment formally engages schools as integral partners to undertake initiatives in helping to meet the Agreement. Two objectives developed as part of this goal describe more specific outcomes to be achieved by the jurisdictions in promoting stewardship and assisting schools. These are:

Beginning with the class of 2005, provide a meaningful Bay or stream outdoor experience for every school student in the watershed before graduation from high school.

Provide students and teachers alike with opportunities to directly participate in local restoration and protection projects, and to support stewardship efforts in schools and on school property.

There is overwhelming consensus that knowledge and commitment build from firsthand experience, especially in the context of one’s neighborhood and community. Carefully selected experiences driven by rigorous academic learning standards, engendering discovery and wonder, and nurturing a sense of community will further connect students with the watershed and help reinforce an ethic of responsible citizenship. Defining a Meaningful Bay or Stream Outdoor Experience A meaningful Bay or stream outdoor experience should be defined by the following. Experiences are investigative or project oriented. Experiences include activities where questions, problems, and issues are investigated by the collection and analysis of data, both mathematical and qualitative. Electronic technology, such as computers, probeware, and GPS equipment, is a key component of these kinds of activities and should be integrated throughout the instructional process. The nature of these experiences is based on learning standards and should include the following kinds of activities.

Investigative or experimental design activities where students or groups of students use equipment, take measurements, and make observations for the purpose of making interpretations and reaching conclusions.

Project-oriented experiences, such as restoration, monitoring, and protection projects, that are problem solving in

nature and involve many investigative skills. Experiences are richly structured and based on high-quality instructional design. Experiences are an integral part of the instructional program. Experiences are part of a sustained activity. Experiences consider the watershed as a system. Experiences involve external sharing and communication. Experiences are enhanced by natural resources personnel. Experiences are for all students. Experiences such as tours, gallery visits, simulations, demonstrations, or “nature walks” may be instructionally useful, but alone do not constitute a meaningful experience as defined here.

Physics –

The preceding text contains excerpts from: Chesapeake Bay Program Education Workgroup STEWARDSHIP AND MEANINGFULWATERSHED EDUCATIONAL EXPERIENCES http://vaswcd.org/?s=meaningful+watershed+education+experience The link is found in the Virginia Department of Education Instructional Resources for Science: http://www.doe.virginia.gov/instruction/science/resources.shtml http://www.doe.virginia.gov/instruction/science/elementary/lessons_bay/index.shtml Each LCPS K-12 Science Pacing Guide indicates where the Meaningful Watershed Educational Experiences fit into the Virginia Standards of Learning. Resources for these experiences are cited in the Resources section of each standard. Many of the resources are from Lessons from the Bay and Virginia’s Water Resources a Toolkit for Teachers.

Physics –

Model Performance Indicators

Listed in the LCPS Science curriculum guide are sample Model Performance Indicator (MPI) tables. These tables will be useful as you differentiate instruction for all of your learners, but they are especially helpful for English Language Learners. Below are frequently asked questions about MPI. What is a Model Performance Indicator (MPI)? An MPI is a tool that can be used to show examples of how language is processed or produced within a particular context, including the language with which students may engage during classroom instruction and assessment. Each MPI contains three main parts:

Language Function: The first part of an MPI, this shows how students are processing/producing language at each level of language proficiency

Content Stem: This will remain consistent throughout an MPI strand and should reflect the knowledge and skills of the state’s content standards

Support: The final part of an MPI, this highlights the differentiation that should be incorporated for students at each language level by suggesting appropriate instructional supports for students at each level of language proficiency

The samples provided also include an example context for language use that provides a brief descriptor of the activity or task in which students would be engaged, while the inclusion of topic-related language helps to support the emphasis on imbedding academic language instruction into our content-area teaching practices. How can these sample MPIs help me? Educators can use MPI strands in several ways:

to align students’ performance to levels of language development as a tool for creating language objectives/targets that will help extend students’ level of language

proficiency as a means for differentiating instruction that incorporates the language of the content area in a way that

meets the needs of students’ levels of language proficiency An MPI strand helps illustrate the progression of language development from one proficiency level to the next within a particular context. As these strands are examples, they represent one of many possibilities; therefore, they can be transformed in order to be made more relevant to the individual classroom context. Where can I get more information about WIDA, MPIs, etc.? See My Learning Plan for several WIDA training modules

Introduction to the WIDA ELD Standards Transforming the WIDA ELD Standards Interpreting the WIDA ACCESS Score Report

The information above was adapted from the 2012 Amplification of the English Development Standards Kindergarten-Grade 12 resource guide and can be accessed at www.wida.us

Physics –

Model Performance Indicator Example

SOL Strand and Bullet: SOL Strand and Bullet: PH.1 The student will plan and conduct investigations using experimental design and product design processes. Key concepts include

b) instruments are selected and used to extend observations and measurements; c) information is recorded and presented in an organized format; f) models and simulations are used to visualize and explain phenomena, to make predictions from hypotheses, and to interpret data; Example Context for Language Use: Students will plan and conduct scientific investigations on a variety of topics. Through this process, they will explore the use of scientific tools for observation and measurement, make and confirm predictions, identify different ways data is represented, and record experimental observations. COGNITIVE FUNCTION: Students at all levels of English proficiency SYNTHESIZE information in order to conduct scientific investigations.

LIS

TE

NIN

G

Level 1 Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6-R

eaching

Follow one-step oral directions for using observational and measurement tools with a model in a trio

Select appropriate observational and measurement tools from oral directions with a partner

Categorize oral directions for using observational and measurement tools to the appropriate task using a visually-supported graphic organizer

Evaluate oral directions for using observational and measurement tools in a particular context using a model with a partner

Analyze oral directions to draw conclusions regarding the appropriateness of observational and measurement tools in a given context with a partner

SPE

AK

ING

Identify and name components of models and simulations used to make and confirm predictions using visuals and a word bank

Orally list components of models and simulations used in class to make and confirm predictions using visuals with a partner

Respond to questions and comments about models and simulations used in class to make and confirm predictions using visuals with a small group

Report orally on models and simulations used in class to make and confirm predications using visuals with a partner

Engage in debate regarding models and simulations used in class to make and confirm predications using visuals

Physics –

RE

AD

ING

Identify key words and images that describe a model or simulation and how it represents data using a dictionary with a partner

Highlight key phrases and short sentences that describe a model or simulation and how it represents data in a small group

Classify short passages according to a particular model or simulation and how it represents data with a partner

Compare and contrast short passages that describe a model or simulation and how it represents data using a graphic organizer

Interpret a short passage that describes a model or simulation and how it represents data using a model

Level 6-R

eaching W

ritin

g

Record experimental observations through illustrations, single words, and short phrases using a graphic organizer with a partner

Record experimental observations with simple sentences using a graphic organizer and a dictionary

Summarize experimental observations in a short paragraph with a partner

Describe experimental observations in a lab report with a small group

Discuss experimental observations in a lab report using a model

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: measure, record, position, time, mass, force, volume, temperature, motion, fields, electric current, potential, accuracy, compare, experimental averages, theoretical value, precision, range, standard deviation, safe practices, laboratory procedures, simulations, model, physical phenomena, conclusions, reasoning, supporting data, conduct, investigate, investigation, experiment, experimental, product, design, process, instrument, tool, observe, observation, measurement, format, apparatus, design, quantities, model, simulation, visualize, phenomena, predict, predictions, hypothesis, interpret, data, graph, graphing, categorize, evaluate, analyze, analysis, identify, respond, report, record, debate, engage, represent, representation, highlight, classify, classification, compare, contrast, interpret, identify, summarize

Physics –

K-12 Safety in the Science Classroom In implementing the Science Standards of Learning, teachers must be certain that students know how to follow safety guidelines, demonstrate appropriate laboratory safety techniques, and use equipment safely while working individually and in groups. Safety must be given the highest priority in implementing the K-12 instructional program for science. Correct and safe techniques, as well as wise selection of experiments, resources, materials, and field experiences appropriate to age levels, must be carefully considered with regard to the safety precautions for every instructional activity. Safe science classrooms require thorough planning, careful management, and constant monitoring of student activities. Class enrollment should not exceed the designed capacity of the room. Teachers must be knowledgeable of the properties, use, and proper disposal of all chemicals that may be judged as hazardous prior to their use in an instructional activity. Such information is referenced through Materials Safety Data Sheets (MSDS). The identified precautions involving the use of goggles, gloves, aprons, and fume hoods must be followed as prescribed. While no comprehensive list exists to cover all situations, the following should be reviewed to avoid potential safety problems. Appropriate safety procedures should be used in the following situations:

observing wildlife; handling living and preserved organisms; and coming in contact with natural hazards, such as poison ivy, ticks, mushrooms, insects, spiders, and snakes;

engaging in field activities in, near, or over bodies of water; handling glass tubing and other glassware, sharp objects, and labware; handling natural gas burners, Bunsen burners, and other sources of flame/heat; working in or with direct sunlight (sunburn and eye damage); using extreme temperatures and cryogenic materials; handling hazardous chemicals including toxins, carcinogens, and flammable and explosive materials; producing acid/base neutralization reactions/dilutions; producing toxic gases; generating/working with high pressures; working with biological cultures including their appropriate disposal and recombinant DNA; handling power equipment/motors; working with high voltage/exposed wiring; and working with laser beam, UV, and other radiation.

The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be referenced:

OSHA (Occupational Safety and Health Administration);

ISEF (International Science and Engineering Fair) rules; and

public health departments’ and school divisions’ protocols.

For more detailed information about safety in science, consult the LCPS Science Safety Manual.

Physics –

The Role of Instructional Technology in the Science Classroom The use of current and emerging technologies is essential to the K-12 science instructional program. Specifically, technology must accomplish the following:

Assist in improving every student’s functional literacy. This includes improved communication through reading/information retrieval (the use of telecommunications), writing (word processing), organization and analysis of data (databases, spreadsheets, and graphics programs), presentation of one’s ideas (presentation software), and resource management (project management software).

Be readily available and regularly used as an integral and ongoing part of the delivery and assessment of instruction.

Include instrumentation oriented toward the instruction and learning of science concepts, skills, and processes. Technology, however, should not be limited to traditional instruments of science, such as microscopes, labware, and data-collecting apparatus, but should also include computers, robotics, video-microscopes, graphing calculators, probeware, geospatial technologies, online communication, software and appropriate hardware, as well as other emerging technologies.

In most cases, the application of technology in science should remain “transparent” unless it is the actual focus of the instruction. One must expect students to “do as a scientist does” and not simply hear about science if they are truly expected to explore, explain, and apply scientific concepts, skills, and processes. As computer/technology skills are essential components of every student’s education, it is important that teaching these skills is a shared responsibility of teachers of all disciplines and grade levels.

Physics –

Internet Safety

The Internet allows students to learn from a wide variety of resources and communicate with people all over the world. Students should develop skills to recognize valid information, misinformation, biases, or propaganda. Students should know how to protect their personal information when interacting with others and about the possible consequences of online activities such as social networking, e-mail, and instant messaging. Students need to know that not all Internet information is valid or appropriate. Students should be taught specifically how to maximize the Internet’s potential while

protecting themselves from potential abuse. Internet messages and the people who send them are not always what or who they seem. Predators and cyber bullies anonymously use the Internet to manipulate students. Students

must learn how to avoid dangerous situations and get adult help. Cyber safety should be addressed when students research online resources or practice other skills through interactive sites. Science teachers should address underlying principles of cybersafety by reminding students that the senses are limited when communicating via the Internet or other electronic devices and that the use of reasoning and logic can extend to evaluating online situations. Listed below are Physics Virginia Standards of Learning which lend themselves to integrating Internet safety with a brief explanation of how the two can be connected. PH.1 If students are using online tools for written communications, address the general safety

issues appropriate for this age group. Don’t be Fooled by a Photograph http://www.nationalgeographic.com/xpeditions/lessons/03/g68/hoaxphoto.html This lesson, based on a doctored photograph of a shark, can help students understand that not all they see online is true. PH.1 Students doing research must explore the difference between fact and opinion and

recognize techniques used to persuade others of a certain point of view. Additional information about Internet safety may be found on the Virginia Department of Education’s Website at http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml

Physics –

Physics Standards of Learning The Physics standards emphasize a more complex understanding of experimentation, the analysis of data, and the use of reasoning and logic to evaluate evidence. The use of mathematics, including algebra and trigonometry, is important, but conceptual understanding of physical systems remains a primary concern. Students build on basic physical science principles by exploring in-depth the nature and characteristics of energy and its dynamic interaction with matter. Key areas covered by the standards include force and motion, energy transformations, wave phenomena and the electromagnetic spectrum, electricity, fields, and non-Newtonian physics. The standards stress the practical application of physics in other areas of science, technology, engineering, and mathematics. The effects of physics on our world are investigated through the study of critical, contemporary global topics.

The Physics standards continue to focus on student growth in understanding the nature of science. This scientific view defines the idea that explanations of nature are developed and tested using observation, experimentation, models, evidence, and systematic processes. The nature of science includes the concepts that scientific explanations are based on logical thinking; are subject to rules of evidence; are consistent with observational, inferential, and experimental evidence; are open to rational critique; and are subject to refinement and change with the addition of new scientific evidence. The nature of science includes the concept that science can provide explanations about nature and can predict potential consequences of actions, but cannot be used to answer all questions.

Standard PH.1

Physics –

PH.1 The student will plan and conduct investigations using experimental design and product design processes. Key concepts include a) the components of a system are defined; b) instruments are selected and used to extend observations and measurements; c) information is recorded and presented in an organized format; d) the limitations of the experimental apparatus and design are recognized; e) the limitations of measured quantities are recognized through the appropriate use of significant figures or error ranges; f) models and simulations are used to visualize and explain phenomena, to make predictions from hypotheses, and to interpret data; and g) appropriate technology, including computers, graphing calculators, and probeware, is used for gathering and analyzing data and

communicating results.

Essential Understandings Essential Knowledge and Skills The concepts developed in this standard include the following:

Appropriate instruments are used to measure position, time, mass, force, volume, temperature, motion, fields, electric current, and potential.

No measurement is complete without a statement about its uncertainty.

Experimental records, including experimental diagrams, data, and procedures, are kept concurrently with experimentation.

Tables, spreadsheets, and graphs are used to interpret, organize, and clarify experimental observations, possible explanations, and models for phenomena being observed.

Accuracy is the difference between the accepted value and the measured value.

Precision is the spread of repeated measurements.

Results of calculations or analyses of data are reported in appropriate numbers of significant digits.

Data are organized into tables and graphed when involving dependent and independent variables.

In order to meet this standard, it is expected that students will

measure and record position, time, mass, force, volume, temperature, motion, fields, and electric current and potential, using appropriate technology.

determine accuracy of measurement by comparing the experimental averages and the theoretical value.

determine precision of measurement using range or standard deviation.

follow safe practices in all laboratory procedures.

use simulations to model physical phenomena.

draw conclusions and provide reasoning using supporting data.

Standard PH.1

Physics –

Resources for PH.1 Teacher Notes Cothron, Giese, Rezba. Students and Research – Practical Strategies for Science Classrooms and Competitions, 4th ed. Kendall/Hunt Publishing Company. 2005. http://www.physicsclassroom.com/ American Association of Physics Teachers http://www.aapt.org/ Sample Lesson Plans from the VA Department of Education Science Enhanced Scope and Sequence. http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml

Standard PH.2

Physics –

PH.2 The student will investigate and understand how to analyze and interpret data. Key concepts include

a) a description of a physical problem is translated into a mathematical statement in order to find a solution; b) relationships between physical quantities are determined using the shape of a curve passing through experimentally obtained data; c) the slope of a linear relationship is calculated and includes appropriate units; d) interpolated, extrapolated, and analyzed trends are used to make predictions; and e) situations with vector quantities are analyzed utilizing trigonometric or graphical methods.


Mathematics is a tool used to model and describe phenomena.

Graphing and dimensional analysis are used to reveal relationships and other important features of data.

Predictions are made from trends based on the data.

The shape of the curve fit to experimentally obtained data is used to determine the relationship of the plotted quantities.

All experimental data do not follow a linear relationship.

The area under the curve of experimentally obtained data is used to determine related physical quantities.

Not all quantities add arithmetically. Some must be combined using trigonometry. These quantities are known as vectors.

Physical phenomena or events can often be described in mathematical terms (as an equation or inequality).


recognize linear and nonlinear relationships from graphed data.

where appropriate, draw a straight line through a set of experimental data points and determine the slope and/or area under the curve.

use dimensional analysis to verify appropriate units.

combine vectors into resultants utilizing trigonometric or graphical methods.

resolve vectors into components utilizing trigonometric or graphical methods.

Standard PH.2

Physics –

Resources for PH.2 Teacher Notes http://www.physicsclassroom.com/ http://www.easyphysics.net/ American Association of Physics Teachers http://www.aapt.org/ Sample Lesson Plans from the VA Department of Education Science Enhanced Scope and Sequence. http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml

Standard PH.3

Physics –

PH.3 The student will investigate and demonstrate an understanding of the nature of science, scientific reasoning, and logic. Key concepts include

a) analysis of scientific sources to develop and refine research hypotheses; b) analysis of how science explains and predicts relationships; c) evaluation of evidence for scientific theories; d) examination of how new discoveries result in modification of existing theories or establishment of new paradigms; and e) construction and defense of a scientific viewpoint.


The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world. The nature of science includes the following concepts

a) the natural world is understandable; b) science is based on evidence - both observational and

experimental; c) science is a blend of logic and innovation; d) scientific ideas are durable yet subject to change as new data are

collected; e) science is a complex social endeavor; and f) scientists try to remain objective and engage in peer review to

help avoid bias.

Experimentation may support a hypothesis, falsify it, or lead to new discoveries.

The hypothesis may be modified based upon data and analysis.

A careful study of prior reported research is a basis for the formation of a research hypothesis.

A theory is a comprehensive and effective explanation, which is well supported by experimentation and observation, of a set of phenomena.

Science is a human endeavor relying on human qualities, such as reasoning, insight, energy, skill, and creativity as well as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.


identify and explain the interaction between human nature and the scientific process.

identify examples of a paradigm shift (e.g., quantum mechanics).

Standard PH.3

Physics –


Standard PH.4

Physics –

PH.4 The student will investigate and understand how applications of physics affect the world. Key concepts include

a) examples from the real world; and b) exploration of the roles and contributions of science and technology.


Discoveries in physics, both theoretical and experimental, have resulted in advancements in communication, medicine, engineering, transportation, commerce, exploration, and technology.

Journals, books, the Internet, and other sources are used in order to identify key contributors and their contributions to physics as well as their impact on the real world.


be aware of real-world applications of physics, and the importance of physics in the advancement of various fields, such as medicine, engineering, technology, etc.

Standard PH.4

Physics –


Standard PH.5

Physics –

PH.5 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental

processes. Key concepts include a) linear motion; b) uniform circular motion; c) projectile motion; d) Newton’s laws of motion; e) gravitation; f) planetary motion; and g) work, power, and energy.


Newton’s three laws of motion are the basis for understanding the mechanical universe.

Linear motion graphs include - displacement (d) vs. time (t) - velocity (v) vs. time (t) - acceleration (a) vs. time (t)

Position, displacement, velocity, and acceleration are vector quantities.

Motion is described in terms of position, displacement, time, velocity, and acceleration.

Velocity is the change in displacement divided by the change in time. A straight-line, position-time graph indicates constant velocity. The slope of a displacement-time graph is the velocity.

Forces are interactions that can cause objects to accelerate. When one object exerts a force on a second object, the second exerts a force on the first that is equal in magnitude but opposite in direction.

An object with no net force acting on it is stationary or moves with constant velocity.

Acceleration is the change in velocity divided by the change in time. A straight-line, velocity-time graph indicates constant acceleration. A horizontal-line, velocity-time graph indicates zero acceleration. The slope of a velocity-time graph is the acceleration.


qualitatively explain motion in terms of Newton’s Laws.

solve problems involving force (F), mass (m), and acceleration (a).

construct and analyze displacement (d) vs. time (t), velocity (v) vs. time (t), and acceleration (a) vs. time (t) graphs.

solve problems involving displacement, velocity, acceleration, and time in one and two dimensions (only constant acceleration).

resolve vector diagrams involving displacement and velocity into their components along perpendicular axes.

draw vector diagrams of a projectile’s motion. Find range, trajectory, height of the projectile, and time of flight (uniform gravitational field, no air resistance).

distinguish between centripetal and centrifugal force.

solve problems related to free-falling objects, including 2-D motion.

solve problems using Newton’s Law of Universal Gravitation.

solve problems involving multiple forces, using free-body diagrams.

solve problems involving mechanical work, power, and energy.

describe the forces involved in circular motion.

Standard PH.5

Physics –

PH.5 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Key concepts include a) linear motion; b) uniform circular motion; c) projectile motion; d) Newton’s laws of motion; e) gravitation; f) planetary motion; and g) work, power, and energy.

Essential Understandings Essential Knowledge and Skills

The acceleration of a body is directly proportional to the net force on it and inversely proportional to its mass.

In a uniform vertical gravitational field with negligible air resistance, horizontal and vertical components of the motion of a projectile are independent of one another with constant horizontal velocity and constant vertical acceleration.

An object moving along a circular path with a constant speed experiences an acceleration directed toward the center of the circle.

The force that causes an object to move in a circular path is directed centripetally, toward the center of the circle. The object’s inertia is sometimes falsely characterized as a centrifugal or outward-directed force.

Weight is the gravitational force acting on a body.

Newton’s Law of Universal Gravitation can be used to determine the force between objects separated by a known distance, and describes the force that determines the motion of celestial objects. The total force on a body can be represented as a vector sum of constituent forces.

For a constant force acting on an object, the impulse by that force is the product of the force and the time the object experiences the force. The impulse also equals the change in momentum of the object.

Work is the mechanical transfer of energy to or from a system and is the product of a force at the point of application and the parallel component

Standard PH.5

Physics –

PH.5 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Key concepts include a) linear motion; b) uniform circular motion; c) projectile motion; d) Newton’s laws of motion; e) gravitation; f) planetary motion; and g) work, power, and energy.

Essential Understandings Essential Knowledge and Skills of the object’s displacement. The net work on a system equals its change in velocity.

Forces within a system transform energy from one form to another with no change in the system’s total energy.

For a constant force acting on an object, the work done by that force is the product of the force and the distance the object moves in the direction of the force. The net work performed on an object equals its change in kinetic energy.

Power is the rate of doing work.

Standard PH.5

Physics –


Standard PH.6

Physics –

PH.6 The student will investigate and understand that quantities including mass, energy, momentum, and charge are conserved. Key concepts include

a) kinetic and potential energy; b) elastic and inelastic collisions; and c) mass/energy equivalence.


Kinetic energy is the energy of motion. Potential energy is the energy due to an object’s position or state.

Total energy and momentum are conserved.

For elastic collisions, total momentum and total kinetic energy are conserved. For inelastic collisions, total momentum is conserved and some kinetic energy is transformed to other forms of energy.

Electrical charge moves through electrical circuits and is conserved.

In some systems the conservation of mass and energy must take into account the principle of mass/energy equivalence.


provide and explain examples of how energy can be converted from potential energy to kinetic energy and the reverse.

provide and explain examples showing linear momentum is the product of mass and velocity, and is conserved in a closed system.

Standard PH.6

Physics –


Standard PH.7

Physics –

PH.7 The student will investigate and understand that energy can be transferred and transformed to provide usable work. Key concepts include

a) transfer and storage of energy among systems including mechanical, thermal, gravitational, electromagnetic, chemical, and nuclear systems; and

b) efficiency of systems.


Energy can be transformed from one form to another.

Efficiency is the ratio of output work to input work.


illustrate that energy can be transformed from one form to another, using examples from everyday life and technology.

calculate efficiency by identifying the useful energy in a process.

qualitatively identify the various energy transformations in simple demonstrations.

Standard PH.7

Physics –


Standard PH.8

Physics –

PH.8 The student will investigate and understand wave phenomena. Key concepts include a) wave characteristics; b) fundamental wave processes; and c) light and sound in terms of wave models.


Mechanical waves transport energy as a traveling disturbance in a medium.

In a transverse wave, particles of the medium oscillate in a direction perpendicular to the direction the wave travels.

In a longitudinal wave, particles of the medium oscillate in a direction parallel to the direction the wave travels.

Wave velocity equals the product of the frequency and the wavelength.

For small angles of oscillation, a pendulum exhibits simple harmonic motion.

Frequency and period are reciprocals of each other.

Waves are reflected and transmitted when they encounter a change in medium or a boundary.

The overlapping of two or more waves results in constructive or destructive interference.

When source and observer are in relative motion, a shift in frequency occurs (Doppler effect).

Sound is a longitudinal mechanical wave that travels through matter.

Light is a transverse electromagnetic wave that can travel through matter as well as a vacuum.

Reflection is the change of direction of the wave in the original medium.

Refraction is the change of direction of the wave at the boundary between two media.

Diffraction is the spreading of a wave around a barrier or an aperture.


identify examples of and differentiate between transverse and longitudinal waves, using simulations and/or models.

illustrate period, wavelength, and amplitude on a graphic representation of a wave.

solve problems involving frequency, period, wavelength, and velocity.

distinguish between superimposed waves that are in-phase and those that are out-of-phase.

graphically illustrate reflection and refraction of a wave when it encounters a change in medium or a boundary.

graphically illustrate constructive and destructive interference.

identify a standing wave, using a string.

Standard PH.8

Physics –

PH.8 The student will investigate and understand wave phenomena. Key concepts include a) wave characteristics; b) fundamental wave processes; and c) light and sound in terms of wave models.


The pitch of a note is determined by the frequency of the sound wave.

The color of light is determined by the frequency of the light wave.

As the amplitude of a sound wave increases, the loudness of the sound increases.

As the amplitude of a light wave increases, the intensity of the light increases.

Electromagnetic waves can be polarized by reflection or transmission.

Polarizing filters allow light oriented in one direction (or component of) to pass through.

Standard PH.8

Physics –


Standard PH.9

Physics –

PH.9 The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena ranging from radio waves through visible light to gamma radiation. Key concepts include a) the properties, behaviors, and relative size of radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays; b) wave/particle dual nature of light; and c) current applications based on the respective wavelengths.


Frequency, wavelength, and energy vary across the entire electromagnetic spectrum.

The long wavelength, low frequency portion of the electromagnetic spectrum is used for communication (e.g., radio, TV, cellular phone).

Medium wavelengths (infrared) are used for heating and remote control devices.

Visible light comprises a relatively narrow portion of the electromagnetic spectrum.

Ultraviolet (UV) wavelengths (shorter than the visible spectrum) are ionizing radiation and can cause damage to humans. UV is responsible for sunburn, and can be used for sterilization and fluorescence.

X-rays and gamma rays are the highest frequency (shortest wavelength) and are used primarily for medical purposes. These wavelengths are also ionizing radiation and can cause damage to humans.


describe the change in observed frequency of waves due to the motion of a source or a receiver (the Doppler effect).

identify common uses for radio waves, microwaves, X-rays and gamma rays.

Standard PH.9

Physics –


Standard PH.10

Physics –

PH.10 The student will investigate and understand how to use the field concept to describe the effects of gravitational, electric, and magnetic forces. Key concepts include a) inverse square laws (Newton’s law of universal gravitation and Coulomb’s law); and b) technological applications.


The electrostatic force (Coulomb’s law) can be either repulsive or attractive, depending on the sign of the charges.

The gravitational force (Newton’s Law of Gravitation) is always an attractive force.

The force found from Newton’s Law of Gravitation and in Coulomb’s law is dependent on the inverse square of the distance between two objects.

The interaction of two particles at a distance can be described as a two-step process that occur simultaneously: the creation of a field by one of the particles and the interaction of the field with the second particle.

The force a magnetic field exerts on a moving electrical charge has a direction perpendicular to both the velocity and field directions. Its magnitude is dependent on the velocity of the charge, the magnitude of the charge, and the strength of the magnetic field.


describe the attractive or repulsive forces between objects relative to their forces and distance between them (Coulomb’s law).

describe the attraction of particles (Newton’s Law of Universal Gravitation).

describe the effect of a uniform magnetic field on a moving electrical charge.

Standard PH.10

Physics –


Standard PH.11

Physics –

PH.11 The student will investigate and understand how to diagram, construct, and analyze basic electrical circuits and explain the function of various circuit components. Key concepts include a) Ohm’s law; b) series, parallel, and combined circuits; c) electrical power; and d) alternating and direct currents.


Current is the rate at which charge moves through a circuit element.

Electric potential difference (voltage) in a circuit provides the energy that drives the current.

Elements in a circuit are positioned relative to other elements either in series or parallel.

According to Ohm’s law, the resistance of an element equals the voltage across the element divided by the current through the element.

Potential difference (voltage) is the change in electrical potential energy per unit charge across that element.

The dissipated power of a circuit element equals the product of the voltage across that element and the current through that element.

In a DC (direct current) circuit, the current flows in one direction, whereas in an AC (alternating current) circuit, the current switches direction several times per second (60Hz in the U.S.).


recognize a series and a parallel circuit.

apply Ohm’s law to a series and a parallel circuit.

assemble simple circuits composed of batteries and resistors in series and in parallel.

solve simple circuits using Ohm’s law.

calculate the dissipated power of a circuit element.

recognize that DC power is supplied by batteries and that AC power is supplied by electrical wall sockets.

Standard PH.11

Physics –


Standard PH.12

Physics –

PH.12 The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics. Key concepts may include a) wave/particle duality; b) wave properties of matter; c) matter/energy equivalence; d) quantum mechanics and uncertainty; e) relativity; f) nuclear physics; g) solid state physics; h) nanotechnology; i) superconductivity; and j) radioactivity.


For processes that are important on the atomic scale, objects exhibit both wave characteristics (e.g., interference) as well as particle characteristics (e.g., discrete amounts and a fixed definite number of electrons per atom).

Nuclear physics is the study of the interaction of the protons and neutrons in the atom’s nucleus.

The nuclear force binds protons and neutrons in the nucleus. Fission is the breakup of heavier nuclei to lighter nuclei. Fusion is the combination of lighter nuclei to heavier nuclei.

Dramatic examples of mass-energy transformation are the fusion of hydrogen in the sun, which provides light and heat for Earth, and the fission process in nuclear reactors that provide electricity.

Natural radioactivity is the spontaneous disintegration of unstable nuclei. Alpha, beta, and gamma rays are different emissions associated with radioactive decay.

The special theory of relativity predicts that energy and matter can be converted into each other.

Objects cannot travel faster than the speed of light.


explain that the motion of objects traveling near or approaching the speed of light does not follow Newtonian mechanics but must be treated within the theory of relativity.

describe the relationship between the Big Bang theory timeline and particle physics.

describe the structure of the atomic nucleus, including quarks.

provide examples of technologies used to explore the nanoscale.

Standard PH.12

Physics –

PH.12 The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics. Key concepts may include a) wave/particle duality; b) wave properties of matter; c) matter/energy equivalence; d) quantum mechanics and uncertainty; e) relativity; f) nuclear physics; g) solid state physics; h) nanotechnology; i) superconductivity; and j) radioactivity.


The atoms and molecules of many substances in the natural world, including most metals and minerals, bind together in regular arrays to form crystals. The structure of these crystals is important in determining the properties of these materials (appearance, hardness, etc.).

Certain materials at very low temperatures exhibit the property of zero resistance called superconductivity.

Electrons in orbitals can be treated as standing waves in order to model the atomic spectrum.

Quantum mechanics requires an inverse relationship between the measurable location and the measurable momentum of a particle. The more accurately one determines the position of a particle, the less accurately the momentum can be known, and vice versa. This is known as the Heisenberg uncertainty principle.

Matter behaves differently at nanometer scale (size and distance) than at macroscopic scale.

Standard PH.12

Physics –


Physics –

Standard LCPS PH.13 a, b, c, d, e, f

The student will investigate and understand properties of fluids. Key concepts include a) density and pressure; b) ariation of pressure with depth; c) Archimedes' principle of buoyancy; d) Pascal's principle; e) fluids in motion; and f) Bernoulli's principle.


Density of solids and liquids is measured using the same units.

The pressure of a fluid depends on the depth of the fluid not the shape or size of the container.

In a moving fluid, internal pressure and speed are inversely related.

Floating objects displace a volume of fluid that has a weight equal to the floating object.

Submerged objects displace a volume of fluid equal to the volume of the submerged object.

The buoyant force on an object is equal to the weight of the fluid displaced by that object.

Skills

Determine if a given object will float or sink in water given its mass and volume or dimensions.

Explain phenomenon applying the appropriate principle. The flight of a curve ball The flight of a golf ball. The factors that allow airplanes to fly. Humans sink as they exhale while in water.

Physics –

Resources for LCPS PH.13 Resources Teacher Notes http://www.physicsclassroom.com/ http://www.easyphysics.net/ American Association of Physics Teachers http://www.aapt.org/

Physics –

Standard LCPS PH.14 a, b

The student will investigate and understand how light behaves in the fundamental processes of reflection, refraction, and image formation in describing optical systems. Key concepts include a) application of the laws of reflection and refraction; and b) construction and interpretation of ray diagrams.


The ray model of light can be used to understand the behavior of optical systems.

Light incident on a smooth plane surface is reflected such that the angle of incidence equals the angle of reflection.

Light incident on a smooth surface is refracted (transmitted) in such a manner that the ratio of the sine of the angle of incidence and the sine of the angle of refraction equals a constant.

Knowledge

For a converging lens, the focal point is the point at which a beam of light parallel to the principal axis converges.

For a diverging lens, the focal point is the point from which a beam of light parallel to the principal axis appears to originate.

A real image is formed by converging lights rays and can be displayed on a screen.

A virtual image can be seen by an observer but cannot be projected on a screen because the light does not actually emanate from the image.

The focal point is the point at which rays converge or from which they appear to diverge in a lens or mirror.

Physics –

Standard LCPS PH.14 a, b (continued)

EssentialUnderstandings Essential Knowledge and Skills

The index of refraction is the ratio of the speed of light in a vacuum to the speed of light in the medium.

Skills

Investigate propagation, refraction, and reflection using the ray model of light.

Construct ray diagrams to verify the laws of reflection and refraction.

Physics –

Standard LCPS PH.14 c, d

The student will investigate and understand how light behaves in the fundamental processes of reflection, refraction, and image formation in describing optical systems. Key concepts include c) development and use of mirror and lens equations; and d) predictions of types, size, and position of real and virtual images.


The mirror and thin lens equation can be used to calculate the position of the object or image based on the focal length of the mirror or lens.

Skills

Solve problems dealing with object and image distance, object and image size, and focal length using the lens and mirror equations.

Illustrate characteristics of a real and a virtual image using examples (lens and mirrors).

Identify the type of image (real, virtual, and size) formed by convex mirrors and by concave mirrors when the object is located at varying locations (inside the focal point, at the focal point, at twice the focal point, and beyond twice the focal point).

Identify the type of image (real, virtual, and size) formed by concave lens and by convex lens when the object is located at varying locations (inside the focal point, at the focal point, at twice the focal point, and beyond twice the focal point).

Physics –

Resources for LCPS PH.14 Resources Teacher Notes http://www.physicsclassroom.com/ http://www.easyphysics.net/ American Association of Physics Teachers http://www.aapt.org/

Appendix A –Physics Focal Points

Physics –

This course uses a mathematical concept approach to physics (modeling and analysis). Mathematical Modeling

Unit Analysis/Conversions Graphing Techniques (manual and electronic) Significant Digits Error Analysis (% error) Interpretation of Graphs (determining mathematical relationship between variables: linear, inverse square,

etc.) Best-fit lines (placement by hand when not finding regression equation, finding slope with units) Dependent and Dependent variables

Kinematics 1-D Kinematics Distance, Velocity, Acceleration Vectors Projectiles

How Components Vary Determine Range and Time Of Flight

Dynamics Force, Inertia, Mass 1st Law 2nd Law F=Ma 3rd Law Action/Reaction Centripetal Force Universal Gravitation

Momentum Impulse Momentum Conservation Of Momentum Elastic Vs. Inelastic Collisions

Work, Energy and Power Conservation Of Energy Simple Machines

Levers, Pulleys, Inclined Planes Efficiency Work Potential Energy Kinetic Energy Power

Electrostatics Charging By Conduction, Induction, Friction Coulombs Law Electric Fields Field Lines (Direction, Density)

Electric Potential

Electric Circuits Current, Voltage, Resistance Ohm’s Law Ammeters, Voltmeters Series, Parallel Resistance

Electromagnetism Magnetic Fields

Waves Wave Properties Wave Length, Frequency Reflection, Refraction Interference, Diffraction, Polarization Standing Waves Sound Doppler Effect Light/ Electromagnetic Spectrum

Properties, Behaviors and Applications of Radio, Microwaves, Infra-Red, Visible Light, Ultraviolet, X-Rays and Gamma Rays

Modern Physics (Atomic, Nuclear) Bohr Vs. DeBroglie Heisenberg Uncertainty Principle Special Relativity Nuclear Decay Parent Daughter Nuclei Half-Life Shielding , , Radiation Nuclear Reactions Fission, Fusion Isotopes Nanotechnology

Appendix B –Physics Concept Map

Physics –

Appendix C – Vertical Alignment of Standards by Learning Strands

Physics –

Scientific Investigation, Reasoning, and Logic G

rade

Six

6.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations are made involving fine discrimination between similar objects and organisms; b) precise and approximate measurements are recorded; c) scale models are used to estimate distance, volume, and quantity; d) hypotheses are stated in ways that identify the independent and dependent variables; e) a method is devised to test the validity of predictions and inferences; f) one variable is manipulated over time, using many repeated trials; g) data are collected, recorded, analyzed, and reported using metric measurements and tools; h) data are analyzed and communicated through graphical representation; i) models and simulations are designed and used to illustrate and explain phenomena and systems; and j) current applications are used to reinforce science concepts.

Life

Sci

ence

LS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) data are organized into tables showing repeated trials and means; b) a classification system is developed based on multiple attributes; c) triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, and probeware are used to

gather data; d) models and simulations are constructed and used to illustrate and explain phenomena; e) sources of experimental error are identified; f) dependent variables, independent variables, and constants are identified; g) variables are controlled to test hypotheses, and trials are repeated; h) data are organized, communicated through graphical representation, interpreted, and used to make predictions; i) patterns are identified in data and are interpreted and evaluated; and j) current applications are used to reinforce life science concepts.

Phys

ical

Sci

ence

PS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) chemicals and equipment are used safely; b) length, mass, volume, density, temperature, weight, and force are accurately measured; c) conversions are made among metric units, applying appropriate prefixes; d) triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, probeware, and spring

scales are used to gather data; e) numbers are expressed in scientific notation where appropriate; f) independent and dependent variables, constants, controls, and repeated trials are identified; g) data tables showing the independent and dependent variables, derived quantities, and the number of trials are

constructed and interpreted; h) data tables for descriptive statistics showing specific measures of central tendency, the range of the data set, and

the number of repeated trials are constructed and interpreted; i) frequency distributions, scatterplots, line plots, and histograms are constructed and interpreted; j) valid conclusions are made after analyzing data; k) research methods are used to investigate practical problems and questions; l) experimental results are presented in appropriate written form; m) models and simulations are constructed and used to illustrate and explain phenomena; and n) current applications of physical science concepts are used.

Ear

th S

cien

ce

ES.1 The student will plan and conduct investigations in which a) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in

elevation/depth are calculated utilizing the most appropriate tools; b) technologies, including computers, probeware, and geospatial technologies, are used to collect, analyze, and report

data and to demonstrate concepts and simulate experimental conditions; c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted; d) maps and globes are read and interpreted, including location by latitude and longitude; e) variables are manipulated with repeated trials; and f) current applications are used to reinforce Earth science concepts.


Physics –

Bio

logy

BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature; c) variables are defined and investigations are designed to test hypotheses; d) graphing and arithmetic calculations are used as tools in data analysis; e) conclusions are formed based on recorded quantitative and qualitative data; f) sources of error inherent in experimental design are identified and discussed; g) validity of data is determined; h) chemicals and equipment are used in a safe manner; i) appropriate technology including computers, graphing calculators, and probeware, is used for gathering and

analyzing data, communicating results, modeling concepts, and simulating experimental conditions; j) research utilizes scientific literature; k) differentiation is made between a scientific hypothesis, theory, and law; l) alternative scientific explanations and models are recognized and analyzed; and m) current applications of biological concepts are used.

Che

mis

try

CH.1 The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations and verifiable data. Key concepts include a) designated laboratory techniques; b) safe use of chemicals and equipment; c) proper response to emergency situations; d) manipulation of multiple variables, using repeated trials; e) accurate recording, organization, and analysis of data through repeated trials; f) mathematical and procedural error analysis; g) mathematical manipulations including SI units, scientific notation, linear equations, graphing, ratio and

proportion, significant digits, and dimensional analysis; h) use of appropriate technology including computers, graphing calculators, and probeware, for gathering data,

communicating results, and using simulations to model concepts; i) construction and defense of a scientific viewpoint; and the use of current applications to reinforce chemistry

concepts

Phys

ics

PH.1 The student will plan and conduct investigations using experimental design and product design processes. Key concepts include h) the components of a system are defined; i) instruments are selected and used to extend observations and measurements; j) information is recorded and presented in an organized format; k) the limitations of the experimental apparatus and design are recognized; l) the limitations of measured quantities are recognized through the appropriate use of significant figures or error

ranges; m) models and simulations are used to visualize and explain phenomena, to make predictions from hypotheses, and to

interpret data; and n) appropriate technology, including computers, graphing calculators, and probeware, is used for gathering and

analyzing data and communicating results.


Physics –

Force, Motion and Energy G

rade

Six

6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include a) potential and kinetic energy; b) the role of the sun in the formation of most energy sources on Earth; c) nonrenewable energy sources; d) renewable energy sources; and e) energy transformations.

Phys

ical

Sci

ence

PS.6 The student will investigate and understand forms of energy and how energy is transferred and transformed. Key concepts include a) potential and kinetic energy; and b) mechanical, chemical, electrical, thermal, radiant, and nuclear energy. PS.7 The student will investigate and understand temperature scales, heat, and thermal energy transfer. Key concepts include a) Celsius and Kelvin temperature scales and absolute zero; b) phase change, freezing point, melting point, boiling point, vaporization, and condensation; c) conduction, convection, and radiation; and d) applications of thermal energy transfer. PS.8 The student will investigate and understand the characteristics of sound waves. Key concepts include a) wavelength, frequency, speed, amplitude, rarefaction, and compression; b) resonance; c) the nature of compression waves; and d) technological applications of sound. PS.9 The student will investigate and understand the characteristics of transverse waves. Key concepts include a) wavelength, frequency, speed, amplitude, crest, and trough; b) the wave behavior of light; c) images formed by lenses and mirrors; d) the electromagnetic spectrum; and e) technological applications of light. PS.10 The student will investigate and understand the scientific principles of work, force, and motion. Key concepts include a) speed, velocity, and acceleration; b) Newton’s laws of motion; c) work, force, mechanical advantage, efficiency, and power; and d) technological applications of work, force, and motion. PS.11 The student will investigate and understand basic principles of electricity and magnetism. Key concepts include a) static electricity, current electricity, and circuits; b) relationship between a magnetic field and an electric current; c) electromagnets, motors, and generators and their uses; and d) conductors, semiconductors, and insulators.

Loudoun County Public Schools Science Curriculum Guide · PDF fileLoudoun County Public...

Documents

Transcript of Loudoun County Public Schools Science Curriculum Guide · PDF fileLoudoun County Public...