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High School Physics

Curriculum Essentials

Document

Boulder Valley School District

Department of Curriculum and Instruction

May 2012

4/3/2012 BVSD Curriculum Essentials 2

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.


High School Physics Overview

Course Description

This course helps students understand the basic

physical laws of our world. The course includes:

scientific methods and measurement, forces,

motion, energy, light, waves, electricity and

magnetism. Laboratory work serves to promote

understanding

and to illustrate the experimental nature of

physics. Mathematics is used every day in this

course

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

Assessments

Science ACT

Teacher-created assessments


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:

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.


Content Area: Science - High School 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:

a. Create and defend a written plan of action for a

controlled experiment

b. Identify the independent and dependent variables in a

scientific investigation

c. Attempt to keep all conditions other than the

independent variable constant, while monitoring

variables that cannot be held constant

d. Select and use the appropriate observation or

measurement technique

e. Select and use appropriate technologies to gather,

process, and analyze data

f. Record qualitative and quantitative observations

Describe how different types of technologies are used in

scientific investigations

g. Identify when error has been introduced into a

scientific investigation because certain variables are

not controlled or more than one variable is changed

h. Describe ways of minimizing experimental errors in a

scientific investigation

i. Distinguish between error, uncertainty, and mistakes

j. Calculate percent error

k. Summarize data effectively using graphs and tables

l. Identify and use evidence to support a particular

conclusion

m. Write a conclusion that links the question being

investigated to the evidence collected during the

investigation

n. Identify and explain whether or not a conclusion is

Inquiry Questions:

1. What elements of design are critical in conducting a scientific

investigation?

2. How do we know whether scientific data are accurate?

3. How do we know whether the conclusions of a scientific

investigation are valid?

Relevance and Application:

1. Most great discoveries and advancements in science have been

made through conducting proper investigations; for instance the

discovery of the structure of the atom and the discovery of

Kepler’s Laws.

2. Human beings, whether scientists or not, are often engaged in

trying to understand a problem or puzzle for which they can

employ the principles of scientific investigations.

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.


aligned with the testable question and the scientific

investigation that was conducted

o. Explain how conclusions and models from previous

scientific investigations might be revised based on new

evidence




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: High School Physics


2. Newton’s laws of motion describe and explain the motion of objects – but have limitations


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

Inquiry Questions:

1. How do forces explain motion

2. How do Newton’s three laws work together and not

independently?


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.


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.




Prepared Graduates:





3. Linear and two‐dimensional motion, including projectile motion, can be described mathematically.


Students can:

a. Define and demonstrate an understanding of position,

velocity, and

acceleration in one dimension

b. Construct velocity versus time graphs depicting real

motions, and interpret

acceleration versus time graphs and position versus

time graphs

c. Write and solve the equations of one‐dimensional

motion with constant

accelerations

d. Compare and contrast scalar and vector quantities:

speed & velocity and

distance & displacement

e. Use vector diagrams to analyze problems involving

vector quantities

f. Be able to solve projectile motion problems

g. Extension: Understand vector problems involving

relative velocity

Inquiry Questions:

1. How can we describe patterns of motion?

2. What is the difference between velocity and acceleration?

3. When and how do we use two-dimensional vectors?


1. The design and operation of factory assembly lines involves

application of motion concepts.

2. Vehicle flow systems rely on employment of motion equations.

3. Ballistic trajectory applications rely on a knowledge of projectile

motion.





Prepared Graduates:





4. Newton’s laws of motion and gravitation apply to circular motion. These laws describe the relationships among forces acting on

and between objects, their masses, and changes in their motion – but have limitations.


Students can:

a. Understand the basic history of the models of the Solar

System

b. Define and describe uniform circular motion intuitively

and mathematically

c. State the Universal Law of Gravitation and use it to

describe and analyze circular orbits

d. Understand the forces present that cause objects to

move in a circular motion

e. Understand how Kepler’s 3rd law relates the radius of

orbit to the period of orbit

Inquiry Questions:

1. How do we describe patterns of motion using centripetal

forces?

2. How can central forces explain the motion of the planets in

our Solar System?


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 central forces leads to our understanding

of the Universe and space exploration.

3. Satellites and their orbits are important to communication

and GPS.


1. Use an inquiry approach to answer a testable question about

an application of circular motion.


results, and analyze ways to minimize error and uncertainty

in measurement.






Prepared Graduates:



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



5. The 1st and 2nd right hand rules can be used to describe magnetic phenomenon.

The Earth’s magnetic field effects a compass needle in a predictable pattern.


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. Extension: Show that the magnetic force on a

charged particle moving across a magnetic field

causes circular motion

e. Extension: Write and solve the equations to find

the mass of a particle which has passed through

a mass spectrograph

f. Extension: 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?


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


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






Prepared Graduates:







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


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. Extension: Find the energy and speed of a

charged particle which has fallen through a

potential difference

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?


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



about an application of circuit laws for both electric

potential and current


results, and analyze ways to minimize error and

uncertainty in measurement.






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





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


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. Extension: 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. Extension: Find the center of mass of a body or

system and describe the motion of the center of

mass

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?


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



about an application of Conservation of Energy and

Momentum.


results, and analyze ways to minimize error and

uncertainty in measurement.






Prepared Graduates:

Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are

predictable and measurable



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.


Students can:

a. Define and relate, using equations and graphs, velocity,

frequency, amplitude, period and wavelength of a

periodic wave

b. Demonstrate that standing waves are a one‐dimensional

interference pattern based on the principle of

superposition

c. Compare and contrast longitudinal and transverse

waves and give examples of each

d. Explain concepts such as echolocation, beats, Doppler

effect, and shock waves

e. Extension: Demonstrate understanding of the

factors that affect sound quality

f. Extension: Explain how intensity of wave energy

is dependent on amplitude and frequency

Inquiry Questions:

1. How do we describe the behavior of waves?


1. An understanding of waves leads to safer building designs

such as earthquake-safe buildings.

2. Knowledge of waves is important for understanding music

theory and musical instruments.

3. Weather forecasting and certain astronomical applications are

based on the Doppler Effect


http://en.wikipedia.org/wiki/Space

http://en.wikipedia.org/wiki/Time

http://en.wikipedia.org/wiki/Energy




Prepared Graduates:



Apply and understanding of atomic and molecular structure to explain the properties of matter, and predict the outcomes of chemical

and nuclear reactions.



9. The ray model can be used to explain the nature of electromagnetic waves and the characteristics of light.


Students can:

a. Write and solve Snell’s Law to model the behavior of

light passing from one medium to another

b. Find real and virtual images formed by a converging

lens using ray drawings

c. Find real and virtual images formed by mirrors and

lenses using the mirror/lens formula

d. Describe the electromagnetic wave model of light

e. Understand the electromagnetic spectrum, and explain

the origin of these broad types of radiation: radio

waves, visible light, x‐rays, and gamma rays

f. Can explain and solve problems involving total internal

reflection

g. Extension: Draw ray diagrams and solve problems

involving combination of lenses

h. Extension: Understand Huygens’ Principle and how it

explains diffraction and refraction

i. Extension: Solve problems involving interference in

Young’s Double-Slit experiment

j. Extension: Understand thin film interference and

polarization

Inquiry Questions:

1. How can we use the particle model to understand how light is

transmitted through and reflected from various media?

2. Extension: How does the wave model of light differ from

the particle model and what phenomena can be explained

with this model?


1. In medicine, surgery is performed using flexible scopes which

work on the principle of total internal reflection.

2. Optical devices such as microscopes and telescopes have led to

momentous discoveries that impact our lives daily.

3. Eyeglasses, contacts, and laser eye surgery are applications of

geometric optics that help people to overcome vision defects.





Prepared Graduates:



Apply and understanding of atomic and molecular structure to explain the properties of matter, and predict the outcomes of chemical

and nuclear reactions.



10. Extension: 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


Students can:

a. Extension: Explain and solve problems involving the

Special Theory of Relativity

b. Extension: Understand Quantum topics such as the

Double-Slit Experiment, the Uncertainty Principle, and

Plank’s Quantum Hypothesis

c. Extension: Describe the principles of nuclear decay,

fission, fusion, and particle physics

Inquiry Questions:

1. Extension: What principles of physics can be used to solve

problems dealing with objects that are moving very fast

(approaching the speed of light) and objects that are very small

(subatomic scale)?


1. Extension: GPS satellite systems use special relativity corrections

to keep clocks adjusted correctly.

2. Extension: Quantum effects are important in such practical devices

as lasers, transistors, and MRI imagers.

3. Extension: Nuclear physics is the basis for nuclear power plants,

which are an important source of electrical generation in many

countries.



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.


Standard Grade Level Expectation

High School

1. Physical

Science

1. 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

2. Matter has definite structure that determines characteristic physical

and chemical properties

3. Matter can change form through chemical or nuclear reactions abiding

by the laws of conservation of mass and energy

4. Atoms bond in different ways to form molecules and compounds that

have definite properties

5. Energy exists in many forms such as mechanical, chemical, electrical,

radiant, thermal, and nuclear, that can be quantified and

experimentally determined

6. 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

2. Life Science 1. Matter tends to be cycled within an ecosystem, while energy is

transformed and eventually exits an ecosystem

2. The size and persistence of populations depend on their interactions

with each other and on the abiotic factors in an ecosystem

3. Cellular metabolic activities are carried out by biomolecules produced

by organisms

4. 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.

5. Cells use the passive and active transport of substances across

membranes to maintain relatively stable intracellular environments

6. Cells, tissues, organs, and organ systems maintain relatively stable

internal environments, even in the face of changing external

environments

7. 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

8. Multicellularity makes possible a division of labor at the cellular level

through the expression of select genes, but not the entire genome

9. Evolution occurs as the heritable characteristics of populations change

across generations and can lead populations to become better adapted

to their environment



High School (continued)

3. Earth Systems

Science

1. The history of the universe, solar system and Earth can be inferred

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

Science

1. Weather is a result of complex interactions of Earth's atmosphere, land

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, mid-

ocean 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



Seventh Grade

2. Life Science 1. Individual organisms with certain traits are more likely than others to

survive and have offspring in a specific environment

2. The human body is composed of atoms, molecules, cells, tissues,

organs, and organ systems that have specific functions and

interactions

3. Cells are the smallest unit of life that can function independently and

perform all the necessary functions of life

4. Photosynthesis and cellular respiration are important processes by

which energy is acquired and utilized by organisms

5. Multiple lines of evidence show the evolution of organisms over

geologic time

6. Human activities can deliberately or inadvertently alter ecosystems

and their resiliency

7. Organisms reproduce and transmit genetic information (genes) to

offspring, which influences individuals’ traits in the next generation

8. Changes in environmental conditions can affect the survival of

individual organisms, populations, and entire species

9. Organisms interact with each other and their environment in various

ways that create a flow of energy and cycling of matter in an

ecosystem

Sixth Grade

1. Physical

Science

1. 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

2. There are different forms of energy, and those forms of energy can be

changed from one form to another – but total energy is conserved

3. Distinguish between physical and chemical changes, noting that mass

is conserved during any change

4. Recognize that waves such as electromagnetic, sound, seismic, and

water have common characteristics and unique properties

5. Mixtures of substances can be separated based on their properties

such as solubility, boiling points, magnetic properties, and densities

6. 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

7. Atoms may stick together in well-defined molecules or be packed

together in large arrangements. Different arrangements of atoms into

groups compose all substances.

8. The physical characteristics and changes of solid, liquid, and gas states

can be explained using the particulate model

9. Distinguish among, explain, and apply the relationships among mass,

weight, volume, and density



Fifth Grade

1. Physical

Science

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

2. Life Science 1. All organisms have structures and systems with separate functions

2. Human body systems have basic structures, functions, and needs

3. Earth Systems

Science

1. Earth and sun provide a diversity of renewable and nonrenewable

resources

2. Earth’s surface changes constantly through a variety of processes and

forces

3. 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

Fourth Grade

1. Physical

Science

1. Energy comes in many forms such as light, heat, sound, magnetic,

chemical, and electrical

2. Life Science 1. All living things share similar characteristics, but they also have

differences that can be described and classified

2. Comparing fossils to each other or to living organisms reveals features

of prehistoric environments and provides information about organisms

today

3. There is interaction and interdependence between and among living

and nonliving components of systems

3. Earth Systems

Science

1. 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

Third Grade

1. Physical

Science

1. Matter exists in different states such as solids, liquids, and gases and

can change from one state to another by heating and cooling

2. Life Science 1. The duration and timing of life cycle events such as reproduction and

longevity vary across organisms and species

3. Earth Systems

Science

1. 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

Second Grade

1. Physical

Science

1. Changes in speed or direction of motion are caused by forces such as

pushes and pulls.

2. Life Science 1. Organisms depend on their habitat’s nonliving parts to satisfy their

needs

2. Each plant or animal has different structures or behaviors that serve

different functions

3. Earth Systems

Science

1. Weather and the changing seasons impact the environment and

organisms such as humans, plants, and other animals



First Grade

1. Physical

Science

1. Solids and liquids have unique properties that distinguish them

2. Life Science 1. Offspring have characteristics that are similar to but not exactly like

their parents’ characteristics

2. An organism is a living thing that has physical characteristics to help it

survive

3. Earth Systems

Science

1. Earth’s materials can be compared and classified based on their

properties

Kindergarten

1. Physical

Science

1. Objects can move in a variety of ways that can be described by speed

and direction

2. Objects can be sorted by physical properties, which can be observed

and measured

2. Life Science 1. Organisms can be described and sorted by their physical

characteristics

3. Earth Systems

Science

1. The sun provides heat and light to Earth

Preschool

1. Physical

Science

1. Objects have properties and characteristics

2. There are cause-and-effect relationships in everyday experiences

2. Life Science 1. Living things have characteristics and basic needs

2. Living things develop in predictable patterns

3. Earth Systems

Science

1. Earth’s materials have properties and characteristics that affect how

we use those materials

2. Events such as night, day, the movement of objects in the sky,

weather, and seasons have patterns


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 Definition

Absorption 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

Acceleration The rate of increase of velocity

Amplitude In a wave, the maximum extent of a vibration or oscillation from the point of

equilibrium.

Atom The smallest particle of a chemical element, consisting of a positively charged

nucleus surrounded by negatively charged electrons

Attract To cause to draw near or adhere by physical force

Circuit A path followed or capable of being followed by an electric current

Conduction 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

Conductor A substance or medium that conducts an electric charge

Conservation Of

Energy

A principle stating that the total energy of an isolated system remains constant

regardless of changes within the system

Conservation Of

Mass

A principle in classical physics stating that the total mass of an isolated system is

unchanged by interaction of its parts

Controlled

Experiment

An experiment that isolates the effect of one variable on a system by holding

constant all

Variables but the one under observation

Dependent

Variable

The observed or measured variable in an experiment or study whose changes are

Determined by the presence of one or more independent variables

Density The mass of a substance per unit volume

Electricity 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

Electromagnetic

Wave

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

Electron An elementary particle in all atoms that has a negative charge

Element Substance composed of atoms having an identical number of protons in each

nucleus

Energy The capacity of a physical system to do work

Energy Transfer To pass energy from one place or thing to another


Energy

Transformation

To convert energy from one form to another

Error Difference between a computed or measured value and a true or theoretically

correct value

Force An influence tending to change the motion of a body or produce motion or stress

in a stationary body; a push or a pull

Frequency The number of repetitions per unit time of a complete waveform

Friction A force that resists the relative motion or tendency to such motion of two bodies

in contact

Gravity The force that attracts a body towards the center of the earth, or towards any

other physical body having mass

Heat 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

Hypothesis A tentative explanation for an observation

Independent

Variable

A manipulated variable in an experiment or study whose presence or degree

determines the change in the dependent variable

Infer Draw conclusions, interpret, or try to explain observations

Infrared Electromagnetic radiation having a wavelength just greater than that of red light

but less than that of microwaves, emitted particularly by heated objects

Insulator A material that prevents the flow of electricity

Kinetic Energy The energy possessed by an object because of its motion

Law 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

Light Electromagnetic radiation that can produce a visual sensation

Length The distance of something from end to end, usually the longest dimension

Macroscopic Large enough to be perceived or examined by the unaided eye

Mass 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

Matter Physical substance or material in general; that which occupies space and

possesses mass

Mechanical

Energy

Energy of an object due to its motion or position

Medium The substance that a wave is travelling through

Methodology Means, technique, or procedure; method

Microscopic Too small to be seen by the unaided eye but large enough to be studied under a

microscope

Momentum 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)

Motion A natural event that involves a change in the position or location of something

Neutron A neutral elementary particle of about the same mass as a proton

Non-Renewable

Energy

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

Nuclear Energy The energy released by a nuclear reaction

Nuclear Equation Notations are used to represent the decay of one element into another or the

fusion of atoms from different elements

Nuclear Fission The nuclear process where a nucleus splits into separate daughter nuclei as well

as other particles


Nuclear Fusion The nuclear process where nuclei combine to form new elements

Nuclear Reaction 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

Ohm’s Law 1. Electrical law that relates resistance, voltage and current in a DC

circuit

Period 2. The time for one complete cycle or orbit

Periodic Table 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

Waves

The process where waves are “bounced” at the appropriate angle

Refraction Of

Waves

The process where the wave speed is changed and the wave “bends” in its

direction of motion

Renewable

Energy

Energy which comes from natural resources such as sunlight, wind, rain, tides,

and geothermal heat, which are renewable (naturally replenished)

Research-Based

Evidence

Data derived from sound scientific research methods. It is noted as research-

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

http://physics.about.com/od/glossary/g/work.htm

http://physics.about.com/od/classicalmechanics/a/gravity_3.htm

http://en.wikipedia.org/wiki/Energy

http://en.wikipedia.org/wiki/Natural_resource

http://en.wikipedia.org/wiki/Sunlight

http://en.wikipedia.org/wiki/Wind

http://en.wikipedia.org/wiki/Rain

http://en.wikipedia.org/wiki/Tidal_energy

http://en.wikipedia.org/wiki/Geothermal_energy

http://en.wikipedia.org/wiki/Renewable_resource

http://physics.about.com/od/glossary/g/absolutezero.htm


Theory A set of statements or principles devised to explain a large set of data and has

been repeatedly tested or is widely accepted

Thermal Energy 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

Uncertainty The estimated amount or percentage by which an observed or calculated value

may differ from the true value

Velocity A vector quantity whose magnitude is a body's speed and whose direction is the

body's direction of motion

Virtual Image An image that is formed by two virtual waves, it cannot be displayed on a screen

(no focal point)

Wavelength The distance between cycles on an amplitude versus distance graph

http://en.wikipedia.org/wiki/Internal_energy

http://en.wikipedia.org/wiki/Thermodynamic_system