Campbell Union High School District

Science Standards

(Grades 9 -12)

Course Title: Physical Science

Standard 1: The student will explain and compare the properties and structure of matter.

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
1.1 Reaction and interaction	Chemistry 1.d: The Periodic Table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept, students know how to use the Periodic Table to determine the number of electrons available for bonding. Chemistry 2.a, b, c, e: Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds based on electrostatic forces between electrons and protons, and between atoms and molecules. As a basis for understanding this concept, students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds, or by exchanging electrons to form ionic bonds chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent, salt crystals such as NaCl are repeating patterns of positive and negative ions held together by electrostatic attraction, and how to draw Lewis dot structures. Chemistry 3.a: The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. As a basis for understanding this concept, students know how to describe chemical reactions by writing balanced equations.	· know how to use the periodic table · understand the meaning of rows and columns in the periodic table · know how to relate the position of an element in the periodic table to its atomic structure · understand how atoms combine to form molecules through bonding · understand ionic, covalent and metallic bonds · understand crystal formation through ionic bonding · use Lewis dot structure to show how atoms combine by sharing, gaining, or losing electrons · be able to write and balance a simple chemical equation	Hydrates lab Create-a-Periodic Table Lecture/demos Text problems re/demos	Tests, quizzes

Standard 1continued: The student will explain and compare the properties and structure of matter.

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
1.1 continued 1.2 Atomic structure	Chemistry 11.d, e: Nuclear processes are those in which an atomic nucleus changes, including radioactive decay of naturally occurring and man-made isotopes, nuclear fission, and nuclear fusion. As a basis for understanding this concept, students know the three most common forms of radioactive decay (alpha, beta, gamma) and how the nucleus changes in each type of decay, and alpha, beta, and gamma radiation produce different amounts and kinds of damage in matter and have different penetrations. Chemistry 1. a, e: The Periodic Table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept, students know: how to relate the position of an element in the Periodic Table to its atomic number and atomic mass, and the nucleus is much smaller in size than the atom yet contains most of its mass. Chemistry 11. a, c: Nuclear processes are those in which an atomic nucleus changes, including radioactive decay of naturally occurring and man-made isotopes, nuclear fission, and nuclear fusion. As a basis for understanding this concept, students know protons and neutrons in the nucleus are held together by strong nuclear forces which are stronger than the electromagnetic repulsion between the protons, and many naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear reactions.	· understand that radioactive material will decay and release alpha, beta, gamma radiation and heat · understand that alpha, beta and gamma radiation have different properties and affect matter differently due to their different energy levels · use the rows in the periodic table to determine an atomic number · use the atomic symbol to determine the atomic number, atomic mass, number of protons, neutrons and electrons · identify the number of electrons at each energy level · understand that most of the mass of an atom is concentrated in a small area called the nucleus · know that the parts of an atom are held together by the strong nuclear force, the electro-magnetic force and gravitational forces · understand that the weak force will cause an unstable atom to decay · understand what an isotope is and how it is formed · know the process by which radioactive isotopes decay	Half life lab Half life problems Text problems Videos Lecture/demos	Tests, quizzes

Standard 1continued: The student will explain and compare the properties and structure of matter.

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
1.3 Physical and chemical properties	Chemistry 1. b, c: The Periodic Table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept, students know how to use the Periodic Table to identify metals, semimetals, nonmetals, and halogens, and how to use the Periodic Table to identify alkali metals, alkaline earth metals and transition metals, and trends in ionization energy, electronegativity, and the relative sizes of ions and atoms. Chemistry 4. a-c: The Kinetic Molecular theory describes the motion of atoms and molecules and explains the properties of gases. As a basis for understanding this concept, students know the random motion of molecules and their collisions with a surface create the observable pressure on that surface, the random motion of molecules explains the diffusion of gases, and how to apply the gas laws to relations between the pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases.	· identify families of elements using the Periodic Table · use the Periodic Table to identify metals, transitional metals, metalloids, non-metals and noble gases · understand the Kinetic Energy Theory · understand Boyle and Charles Laws · understand the concept of surface tension · know the properties of acids and bases and how an acid and base react to form a salt and water · acids donate hydrogen ions and bases accept hydrogen ions · know how to use a PH scale · understand the definition of solute, solvent, and solution · describe how the Kinetic Energy Theory, Boyles and Charles Law affect the dissolving process · differentiate between temperature and heat · describe the flow of heat energy in terms of the Kinetic Energy Theory · describe exothermic and endothermic reactions · describe change of states in terms of molecular energy and the Kinetic Energy Theory	Aspirin titration Penny lab Antacid lab Metals lab Worksheets Text problems Lecture/demos Videos	Tests, quizzes

Standard 1continued: The student will explain and compare the properties and structure of matter.

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
1.3 continued	Chemistry 5. a, b, d: Acids, bases, and salts are three classes of compounds that form ions in water solutions. As a basis for understanding this concept, students know the observable properties of acids, bases and salt solutions, acids are hydrogen-ion-donating and bases are hydrogen-ion-accepting substances, and how to use the pH scale to characterize acid and base solutions. Chemistry 6. a-c: Solutions are homogenous mixtures of two or more substances. As a basis for understanding this concept, students know definitions of solute and solvent, how to describe the dissolving process as a result of random molecular motion, and temperature, pressure, and surface area affect the dissolving process. Chemistry 7.a-c: Energy is exchanged or transformed in all chemical reactions and physical changes of matter. As a basis for understanding this concept, students know how to describe temperature and heat flow in terms of the motion of molecules (or atoms), chemical processes can either release (exothermic) or absorb (endothermic) thermal energy, and energy is released when a material condenses or freezes and absorbed when a material evaporates or melts.		Lecture/demos Text problems Phase change lab Heat transfer lab Videos	Test, quizzes

Standard 2: The student will demonstrate and explain motion, force and energy.

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
2.1 Types, properties and transformations of energy	Physics 2.a: The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. As a basis for understanding this concept, students know how to calculate kinetic energy using the formula E=(1/2)mv^2and changes in gravitational potential energy near the Earth using the formula (change in potential energy) =mgh (change in the elevation). Physics 3.a-c: Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. As a basis for understanding this concept, students know heat flow and work are two forms of energy transfer between systems, the work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower temperature (First Law of Thermodynamics) and that this is an example of the law of conservation of energy, thermal energy (commonly called heat) consists of random motion and the vibrations and rotations of atoms and molecules. The higher the temperature, the greater the atomic or molecular motion. Physics 4 a, b, e: Waves have characteristic properties that do not depend on the type of wave. As a basis for understanding this concept, students know waves carry energy from one place to another, how to identify transverse and longitudinal waves in mechanical media such as springs, ropes, and the Earth (seismic waves), radio waves, light and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in vacuum is approximately 3x10^8 m/s (186,000 miles/second).	· understand the relationship between work and energy · understand the difference between potential and kinetic energy · Identify different forms of kinetic and potential energy · understand the relationship between an objects Kinetic and Potential Energy in the Earth’s gravitational field · understand that work and heat are interchangeable forms of energy · understand the First Law of Thermodynamics and the Conservation of Energy Theory · understand how molecular motion is related to thermal energy · understand how waves transfer energy · distinguish between transverse and longitudinal waves	Speed of sound lab ESPN sports physics videos Lecture/demos Text problems Videos	Tests, quizzes

Standard 2 continued: The student will demonstrate and explain motion, force and energy.

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
2.1 continued	Physics 5 a, b, g: Electric and magnetic phenomena are related and have many practical applications. As a basis for understanding this concept, students know how to predict the voltage or current in simple direct current electric circuits constructed from batteries, wires, resistors, and capacitors, how to solve problems involving Ohm's law, and how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil.	· understand the Electromagnetic Spectrum · understand Ohm’s Law V=IR · understand the functions of basic electronic elements (resistors, capacitors, coil, battery, etc.) · know that a moving charge produces a magnetic field	Text problems Lecture/demo Videos Worksheets	Tests, quizzes

Standard 2 continued: The student will demonstrate and explain motion, force and energy.

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
2.2 Types and causes of motion 2.3 Types and consequences of force	Physics 1 a, b: 1. Newton’s laws predict the motion of most objects. As a basis for understanding this concept, students know how to solve problems involving constant speed and average speed, when forces are balanced no acceleration occurs, and thus an object continues to move at a constant speed or stays at rest (Newton's First Law). Physics 1 c-g: Newton’s laws predict the motion of most objects. As a basis for understanding this concept, students know how to apply the law F=ma to solve one-dimensional motion problems involving constant forces (Newton's Second Law), when one object exerts a force on a second object, the second object always exerts a force of equal magnitude and opposite direction. (Newton’s Third Law), the relationship between the universal law of gravitation and the effect of gravity on an object at the surface of the Earth, applying a force to an object perpendicular to the direction of its motion causes the object to change direction but not speed (for example, the Earth’s gravitational force causes a satellite in a circular orbit to change direction but not speed) circular motion requires application of a constant force directed toward the center of the circle.	· understand Newton’s first, second, and third Laws · be able to calculate constant velocity and average velocity · be able to apply the equation F=MA · understand how Newton’s laws apply to linear motion · describe Newton’s first, second, and third Laws · describe the Universal Law of Gravity · Understand circular motion · Understand the relationship between the applied impulse and an objects change in momentum	Pendulum lab Acceleration lab ESPN sports physics videos Lecture/demos Horsepower lab Lever lab Worksheets	Tests, quizzes

Standard 3: The student will demonstrate appropriate use of scientific inquiry (nature of science).

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
3.1 Appropriate scope of scientific inquiry 3.2 Theory vs. fact vs. hypothesis	Investigation and Experimentation 1.a-d, g, j, k: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and to address the content the other four strands, students should develop their own questions and perform investigations. Students will select and use appropriate tools and technology (such as computer linked probes, spread sheets and graphing calculators) to perform tests, collect data, analyze relationships and display data, identify and communicate sources of unavoidable experimental error, identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions, formulate explanations using logic and evidence, recognize the use and limitations of models and theories as scientific representations of reality, recognize the issues of statistical variability and the need for controlled tests, and recognize the cumulative nature of scientific evidence. Investigation and Experimentation 1.f: Investigation and Experimentation 1.a-d, g, j, k: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and to address the content the other four strands, students should develop their own questions and perform investigations. Students will distinguish between a hypothesis and a theory as these terms are used in science.	· use tools and technology to perform tests, collect data, analyze relationships and display data · identify and communicate the sources of error inherent in experimental design · identify possible sources of error or uncontrolled conditions that may influence the outcome · formulate and revise explanations using logic and evidence · recognize the limitations of models and theories as representations of reality · recognize the need for controlled tests · recognize the cumulative nature of scientific evidence · distinguish between a guess, hypothesis and a theory, as these terms are used in science	Labs continously involve students in looking at sources of erro and at experimental design. Analysis of results and drawing conclusions is also a part of each lab.

Standard 4: The student will communicate using scientific format.

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
4.1 Represent data and results in multiple ways (numbers, statistics, graphs and formulae, drawings, diagrams and pictures, sentences, charts, tables and models) and use the most effective ways to make a point 4.2 Summarize and critique varied sources of evidence including popular and academic sources 4.3 Communicate in a form suited to the purpose and the audience; respond to critical comment with data and reasoning	Investigation and Experimentation 1.a, j: Investigation and Experimentation 1.a: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and to address the content the other four strands, students should develop their own questions and perform investigations. Students will select and use appropriate tools and technology (such as computer linked probes, spread sheets and graphing calculators) to perform tests, collect data, analyze relationships and display data, and students will recognize the issues of statistical variability and the need for controlled test. Investigation and Experimentation 1.l: Scientific progress is made by asking meaningful questions and conducting careful investigations. Students will analyze situations and solve problems that require combining concepts from more than one area of science. By applying these concepts to investigating a science-based societal issue by researching the literature, analyzing data and communicating the finds. Investigation and Experimentation 1.d: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other four strands, students should develop their own questions and perform investigations. Students will formulate explanations using logic and evidence.	· use tools and technology to perform tests, collect data, analyze relationships and display data · create and analyze graphs and data tables · analyze situations that require combining concepts from more than one area of science and applying these solutions to actual situations. · Write a laboratory report using the correct scientific format which combines course material with individual research.

Standard 5: The student will use scientific tools and technologies.

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
5.1 Uses technology (e.g. hand tools, measuring instruments, calculators, computers) and mathematics (e.g. measurement, formulae, charts, graphs) to perform accurate scientific research, investigations and communications 5.2 Uses proper laboratory skills (e.g. accepted methods for separating mixtures, proper use of laboratory apparatus)	Investigation and Experimentation 1.a, l: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and to address the content the other four strands, students should develop their own questions and perform investigations. Students will select and use appropriate tools and technology to perform tests, collect data, analyze relationships, display data and solve scientific problems, then analyze situations and solve problems that require combining and applying concepts from more than one area of science.	· use tools and technology to perform tests, collect data, analyze relationships and display data · apply mathematical relationships to scientific situations · demonstrate proper disposal of waste and by-products · demonstrate proper use of safety equipment · demonstrate proper use of appropriate tools for scientific investigation

Standard 6: The student will conduct scientific investigations.

Benchmark	Link to California State Standards	Knowledge and Skills (students know and do)	Suggested teaching/learning activities	Suggested Assessment Techniques
6.1 Designs and conducts scientific investigations by formulating testable hypotheses, identifying and clarifying the method, controls and variables; organizing and displaying data; revising methods and explanations; presenting the results; and receiving critical response from others 6.2 Use of logic, evidence and error analysis