High School
Physics Standard
Instructional Plan
Seminole County Public Schools
Dept of Teaching and Learning
2015-2016
School Board of Seminole County:
Karen Almond
Jeffrey Bauer
Tina Calderone, EdD
Amy Lockhart
Dede Schaffner
Superintendent:
Dr. Walt Griffin
Deputy Superintendent of Instructional Excellence and Equity:
Dr Anna-Marie Cote
High School Executive Director:
Dr Michael Blasewitz
Director of Teaching and Learning:
Dr Corbet Wilson
Secondary Science Specialist:
Dr Rachel Hallett-Njuguna
2013 Writing Committee:
Antonia Jane Weston (LBHS)
Stan Cutler (LBHS)
Carol Merkel (LHS)
2014-2015 Revisions and Scales:
Dina Cavicchia – LBHS
Jerry Thorpe - LHHS
Instructional Plan for High School
Physics Standard
This Instructional Plan has been designed to support a common scope and sequence of classroom instruction
while allowing teachers to exercise their creativity when generating lessons.
Explanation of contents
NGSSS Standards: these are the Next Generation Sunshine State Standards as mandated by the Florida DOE
to be covered during the course
Florida Standards: these are the national standards that have been adopted by Florida for Math and Language
Arts. Every science course has a few Florida standards from both content areas embedded. These standards
will not be assessed during the science course, but should be infused throughout as part of best practices.
Learning Goals: these statements were selected/created to address the core concepts of each unit; a student
who is able to do what is indicated in the goal with confidence and accuracy, will have mastered the
benchmarks in the unit
Concepts: shorthand reference to the content covered in the indicated benchmarks to help teachers understand
the focus of the unit in a glance
Scale Vocabulary: these words can be found on the Scale as part of a student’s demonstration of partial
mastery (Level 2) of the Learning Goal for the unit.
Additional suggested vocabulary: these are words from the text that specifically relate to the content within
the identified unit
Textbook references: relate to CPO, Physics: A First Course, Adopted 2010
*This course is inquiry, and lab-based.
Lab Component Definition from FLDOE:
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving,
laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of
this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all
students should be in the science lab or field, collecting data every week. School laboratory investigations (labs)
are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field
that provides students with opportunities to interact directly with natural phenomena or with data collected by
others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory
investigations in the high school classroom should help all students develop a growing understanding of the
complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used
to make observations. Learners should understand measurement error; and have the skills to aggregate,
interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
Special Notes:
Instructional Practices:
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following
strategies on a routine basis:
 Ensuring wide reading from complex text that varies in length.
 Making close reading and rereading of texts central to lessons.
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
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Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text
and cultivate independence.
Emphasizing students supporting answers based upon evidence from the text.
Providing extensive research and writing opportunities (claims and evidence).
Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)
 Asking questions (for science) and defining problems (for engineering).
 Developing and using models.
 Planning and carrying out investigations.
 Analyzing and interpreting data.
 Using mathematics, information and computer technology, and computational thinking.
 Constructing explanations (for science) and designing solutions (for engineering).
 Engaging in argument from evidence.
 Obtaining, evaluating, and communicating information.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English
language learners (ELL) to communicate information, ideas and concepts for academic success in the content
area of Science. For the given level of English language proficiency and with visual, graphic, or interactive
support, students will interact with grade level words, expressions, sentences and discourse to process or
produce language necessary for academic success The ELD standard should specify a relevant content area
concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for
communication and social skills. To access an ELL supporting document which delineates performance
definitions and descriptors, please click on the following
link:http://www.cpalms.org/uploads/docs/standards/eld/SC.pdf
For additional information on the development and implementation of the ELD standards, please contact the
Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.
Florida Standards for Mathematics included in Physics
MAFS.912.F-IF.2.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the
quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
MAFS.912.F-IF.3.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for
more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph square root, cube root, and
piecewise-defined functions, including step functions and absolute value functions. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are
available, and showing end behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric
functions, showing period, midline, and amplitude, and using phase shift.
MAFS.912.G-MG.1.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic
foot).
MAFS.912.N-Q.1.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in
formulas; choose and interpret the scale and the origin in graphs and data displays.
MAFS.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
MAFS.912.N-VM.1.3 Solve problems involving velocity and other quantities that can be represented by vectors
MAFS.912.S-ID.1.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
MAFS.912.S-ID.1.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard
deviation) of two or more different data sets.
MAFS.912.S-ID.1.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points
(outliers).
MAFS.912.S-ID.1.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there
are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
MAFS.912.S-ID.2.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including
joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
Florida Standards for Language Arts included in Physics
LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account
LAFS.1112.RST.1.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in
simpler but still accurate terms.
LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text
LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 1112 texts and topics.
LAFS.1112.RST.2.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.6 Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that
remain unresolved.
LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address
a question or solve a problem.
LAFS.1112.RST.3.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging
conclusions with other sources of information.
LAFS.1112.RST.3.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible.
LAFS.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 1112 text complexity band independently and proficiently.
LAFS.1112.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics,
texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work
with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Propel conversations by posing
and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions;
and promote divergent and creative perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.SL.1.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
LAFS.1112.SL.1.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
LAFS.1112.SL.2.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.
LAFS.1112.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
LAFS.1112.WHST.1.1 Write arguments focused on discipline-specific content. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and
counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to link
the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement
or section that follows from or supports the argument presented.
LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a
topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. Use varied transitions and sentence
structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language, domain-specific vocabulary
and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context
as well as to the expertise of likely readers. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating
implications or the significance of the topic).
LAFS.1112.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
LAFS.1112.WHST.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
LAFS.1112.WHST.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations
of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Nature of Science
Throughout the Year
Learning Goal(s): The student will understand and apply appropriate methods of scientific investigation, experimentation,
and research
Scale Vocabulary
NGSSS Benchmarks (with Complexity Level) and Math Common Core
Concepts
SC.912.N.1.2 Describe and explain what characterizes science and its method (M)
SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many
parts of the world result in the same outcome.
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and
provide examples from the content being studied. (M)
SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and
explanations (L)
SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given
conditions in nature, but do not offer explanations for those relationships. (M)
SC.912.N.3.5 Describe the function of models in science, and identify the wide range of
models used in science. (M)
SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based
perspective to inform society's decision making. (M)
SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in
any one of the disciplines of science.
SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based
perspective to inform society's decision making. (M)
Describing the
Physical Universe
Section 1.1
(also Connections)
-Methods of Science
-Energy
-Inferences, Evidence,
Creativity
-Models
Describing the
Physical Universe
Section 1.2
-Measurement
-Evidence
-Informing Society
Reliability
Inference
Observation
Hypothesis
Theory
Law
Model
Control group
Experimental group
Independent (test)
variable
Dependent (outcome)
variable
Accuracy
Precision
Significant figures
SC.912.N.1.1 Define a problem based on physics and do the following: pose questions about the
natural world, conduct systematic observations, examine books and other sources of information to see
what is already known, review what is known in light of empirical evidence, plan investigations, use
tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other
systems, and also the generation and interpretation of graphical representations of data, including data
tables and graphs), pose answers, explanations, or descriptions of events, generate explanations that
explicate or describe natural phenomena (inferences), use appropriate evidence and reasoning to justify
these explanations to others, communicate results of scientific investigations, and evaluate the merits of
the explanations produced by others (H)
SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories;
theories are well supported explanations and laws are well supported descriptions.(M)
SC.912.N.2.2 Identify which questions can be answered through science and which questions
are outside the boundaries of scientific investigation, such as questions addressed by other
ways of knowing, such as art, philosophy, and religion. (H)
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change.
Scientific knowledge can change because it is often examined and re-examined by new
investigations and scientific argumentation. Because of these frequent examinations, scientific
knowledge becomes stronger, leading to its durability. (H)
SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents, interests,
and goals influence the inferences and thus the explanations that they make about observations
of natural phenomena and describe that competing interpretations (explanations) of scientists
are a strength of science as they are a source of new, testable ideas that have the potential to
add new evidence to support one or another of the explanations (H)
Describing the
Physical Universe
Section 1.3
(Throughout Text)
-Solving societal
problems
-Theories vs Laws
-Scientific questions
-Science is Durable
-Scientists are diverse
Additional Text Vocabulary: Natural law, Experiment, Analysis, Mass, System, Variable, Macroscopic, Scientific Method, Distance, Length, English
system, Metric system, Time interval, Second
Subject: Physics Std
Standard(s): SC.912.N.1.1 (Sci Fair), N.1.2 (Sci Methods), N.1.5 (Replication), N.1.6 (Inferences and Observations), N.1.7 (Creativity),
N.2.2 (Sci Questions), N.2.4 (Durable and Robust), N.2.5 (Varied Scientists), N.3.2 (Role of Consensus), N.3.3 (Laws),
N.3.4 (Theories vs Laws), N.3.5 (Models), N.4.1 (Inform Society)
Topic (Keywords): Nature of Science
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0

Generate their own hypothesis, using dependent and independent variables, and conduct an experiment to provide evidence which
links to the hypothesis
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will: understand and apply appropriate methods of scientific investigation, experimentation, and research
 Define a problem and follow a procedure to provide evidence which links to their problem (N.1.1, N.1.2)
 Identify the independent and dependent variables in an experiment (N.1.1)
 Explain how science informs society (N.4.1)
 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome (N.1.5, N.2.5)
 Describe how scientific inferences are drawn from scientific observations and identify examples (N.1.6, N.1.7)
 Distinguish between questions and knowledge that are scientific in nature and those that are related to other disciplines (N.2.1, N.2.2)
 Explain that scientific theories are well supported explanations and scientific laws are well supported descriptions (N.2.4, N.3.2, N.3.3, N.3.4)
 Describe the function of models in science, and identify the wide range of models used in science (N.3.5)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
Reliability
Law
Inference
Model
Observation
Control group
Hypothesis
Experimental group
Theory
Independent (test) variable
2.0
Dependent (outcome) variable
Accuracy
Precision
Significant figures
The student will:
 Locate credible sources of information
 Follow a procedure to provide evidence linked to a problem
 Determine the most appropriate method for organizing and presenting data
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.0
Even with help, no understanding or skill demonstrated
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Forces and Energy
1st Nine Weeks
Learning Goal(s): The student will interpret and apply Newton's First and Second Laws of motion.
The student will differentiate among forms of energy and recognize energy transformations (i.e. in terms of work and power)
NGSSS Benchmarks (with Complexity Level)
SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and
acceleration (with respect to a frame of reference) as functions of time. (H)
SC.912.P.10.10 Compare the magnitude and range of the Four Fundamental Forces
(gravitational, electromagnetic, weak nuclear, strong nuclear) (M)
SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and
acceleration (with respect to a frame of reference) as functions of time. (H)
SC.912.P.12.3 Interpret and apply Newton's three laws of motion. (H)
SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given
conditions in nature, but do not offer explanations for those relationships. (M)
SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be
transformed from one form to others (M)
SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open,
closed, and isolated systems and explain that the total energy in an isolated system is a
conserved quantity (H)
SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and
acceleration (with respect to a frame of reference) as functions of time. (H)
SC.912.P.12.3 Interpret and apply Newton's three laws of motion. (H)
SC.912.P.12.5 Apply the law of conservation of linear momentum to interactions, such as
collisions between objects (H)
SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given
conditions in nature, but do not offer explanations for those relationships. (M)
SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be
transformed from one form to others (M)
SC.912.P.10.3 Compare and Contrast work and power qualitatively and quantitatively
Suggested Labs
Concepts
Scale Vocabulary
Describing the Physical
Universe Section 1.3
-Speed, Velocity and
Acceleration
Speed
Constant speed
Force
Newton’s first law
Inertia
Newton (N)
Net force
Acceleration
Deceleration
Newton’s second law
Free fall
Acceleration due to gravity
Velocity
Weight
Air resistance
Terminal speed
Slope
Newton’s third law
Momentum
Impulse
Law of conservation of
momentum
Energy
Joule
Potential energy
Kinetic energy
Law of conservation of
energy
Collision
Elastic collision
Inelastic collision
Laws of Motion
Sections 2.1-2.4
-Newton’s 1st Law
-Newton’s 2nd Law
-Freefall and Gravity
-Graphing motion
Conservation Laws
Sections 3.1-3.3
(also Connections)
-Newton’s 3rd Law
-Law of Conservation
of Energy
-Collisions
Machines, Work, and
Energy
Section 4.1
-Work and Power
Lab 1A and 1B, Lab 2A and 2B, Lab 3A, Lab 4A
Work
Power
Watt
Horsepower
Subject: Physics Std
Standard(s): SC.912.P.10.10 (Gravitational Force), P.12.2 (Position, Velocity, Acceleration), P.12.3 (Newton’s 3 Laws), N.3.3 (Laws)
Topic (Keywords): Laws of Motion
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Use a speed verses time graph to calculate acceleration and distance traveled
 Calculate motion using position verses time graphs and velocity verses time graphs
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: interpret and apply Newton's First and Second Laws of motion.
3.0






Express an object’s speed using various units (P.12.2)
Describe how inertia and mass are related (P.12.3)
Use a position verses time graph to calculate speed from the slope (P.12.2)
Use a speed verses time graph to calculate acceleration and distance traveled (P.12.2)
Describe the motion of an object in freefall (P.12.2, P.10.10)
Explain the relationship between force, mass, and acceleration. (P.12.3)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
1.0
0.0
The student recognizes and describes specific terminology such as:
Force
Acceleration
Velocity
Newton’s first law
Deceleration
Weight
Inertia
Newton’s second law
Air resistance
Newton (N)
Free fall
Terminal speed
Net force
Acceleration due to to gravity
Slope
Speed
Constant Speed
The student will:
 Differentiate between speed and velocity
 Differentiate between mass and weight
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
Subject: Physics Std
Standard(s): SC.912.P.10.1 (Energy transformations), P.10.2 (Law of Conservation of Energy), P.12.2 (Motion), P.12.3 (Newton’s 3 Laws), P.12.5
(Law of Conservation of Momentum), P.10.3 (Work vs Power), N.3.3 (Laws)
Topic (Keywords): Conservation Laws and Work and Power
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Apply the law of conservation of energy to explain the motion of an object acted on by gravity
 Calculate potential and/or kinetic energy
 Calculate work using the Cos function in various situations.
 Use momentum and energy conservation to solve collision problems
4.0
No major errors or omissions regarding the score 4.0 content
In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.5
The student will: differentiate among forms of energy and recognize energy transformations (i.e. in terms of work and power)
3.0
2.0







Use Newton’s third law to explain various situations (P.12.3, N.3.3)
Explain the relationship between Newton’s third law and momentum conservation (P.12.2, P.12.5)
Explain how momentum, impulse, force, and time are related (P.12.5)
Calculate the momentum and energy in a moving system (P.10.2, P.12.5, P.12.2)
Identify situations (ex collisions) in which conservation of energy is valid. (P.10.1, P.10.2, P.12.5)
Describe the work and energy equations using words (P.10.1, P.10.2, P.10.3)
Relate the concepts of energy, time, work, and power (P.10.3)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
Newton’s Third Law
Potential energy
Work
Momentum
Kinetic energy
Power
Impulse
Law of conservation of energy
Watt
Law of conservation of momentum
Collision
Horsepower
Energy
Elastic collision
Joule
Inelastic collision
The student will:
 Distinguish between elastic and inelastic collisions
 Recognize the different units for Power
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
2nd Nine weeks
Motion and Thermodynamics
Learning Goal(s): The student will develop logical connections using physical principles about projectile and circular motion
The student will explain the connection of heat to change in temperature or states of matter
NGSSS Benchmarks (with Complexity Level)
SC.912.P.12.1 Distinguish between scalar and vector quantities and assess which
should be used to describe an event. (H)
SC.912.N.1.5 Describe and provide examples of how similar investigations
conducted in many parts of the world result in the same outcome. (M)
SC.912.P.12.1 Distinguish between scalar and vector quantities and assess which should be
used to describe an event. (H)
SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and
acceleration (with respect to a frame of reference) as functions of time. (H)
SC.912.P.12.4 Describe how the gravitational force between two objects depends on their
masses and the distance between them. (M)
SC.912.P.12.9 Recognize that time, length, and energy depend on the frame of reference.
SC.912.E.5.2 Identify patterns in the organization and distribution of matter in the universe
and the forces that determine them.
SC.912.E.5.6 Develop logical connections through physical principles, including Kepler's
and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each
other.
SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under
given conditions in nature, but do not offer explanations for those relationships. (M)
SC.912.P.8.1 Differentiate among the four states of matter (M)
SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction,
and radiation, and explain the connection of heat to change in temperature or states
of matter (H)
SC.912.P.10.5 Relate temperature to the average molecular kinetic energy (M)
Concepts
Forces in
Equilibrium
Section 5.1
(also Connections)
-Scalar vs Vector
-Free-body diagrams
Systems in Motion
Sections 6.1-6.3
(also pgs 285-288,
and Chap 12
Connections)
-Displacement
-Projectile Motion
Scale Vocabulary
Scalar
Magnitude
Vector
Component
Free body diagram
Displacement
Projectile
Trajectory
Parabola
Range
Circular motion
Revolve
Angular speed
Linear speed
Circumference
Centripetal
force
Centrifugal
force
Law of
universal
gravitation
Gravitational
constant
Satellite
Orbit
Ellipse
Fahrenheit scale
Celsius scale
Thermometer
Solid
Liquid
Gas
Intermolecular
forces
Evaporation
Absolute zero
Kelvin
Plasma
Thermal energy
Heat
Calorie
Specific heat
Heat
conduction
Thermal
conductor
Thermal
insulator
Convection
Thermal
radiation
-Circular motion
-Centripetal motion
Temperature,
Energy and Matter
Sections 7.2-7.4
-Thermometers
-States of Matter
-Heat
-Heat Transfer
SC.912.P.8.3 Explore the scientific theory of atoms by describing changes in the
atomic model over time and why those changes were necessitated by experimental
evidence. (H)
SC.912.P.10.10 Compare the magnitude and range of the Four Fundamental Forces
(gravitational, electromagnetic, weak nuclear, strong nuclear) (M)
SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents,
interests, and goals influence the inferences and thus the explanations that they
make about observations of natural phenomena and describe that competing
interpretations (explanations) of scientists are a strength of science as they are a
source of new, testable ideas that have the potential to add new evidence to support
one or another of the explanations (H)
Suggested Labs
Lab 5A, Lab 6A, Lab 7A
The Atom
Section 9.1
(except pgs 222-223)
-Atomic Theory
-Atomic Particles
Atomic theory
Proton
Electron
Neutron
Charge
Nucleus
Electromagnetic force
Strong nuclear force
Subject: Physics Std
Standard(s): SC.912.P.12.1 (Scalar vs Vector), P.12.2 (Motion), P.12.4 (Gravitational force), P.12.9 (Frame of Reference), E.5.6
(Kepler vs Newton), E.5.2 (Distribution of matter), N.1.5 (Replication), N.3.3 (Laws)
Topic (Keywords): Circular Motion and Gravitation
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Apply Newton’s law of universal gravitation to find the gravitational force between two objects.
 Solve problems involving orbital speed and period.
 Solve problems involving centripetal acceleration and force.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: develop logical connections using physical principles about projectile and circular motion
3.0







Distinguish between scalar and vector quantities (P.12.1)
Recognize that time, length, and energy depend on the frame of reference. (P.12.2)
Describe how the gravitational force between two objects depends on their masses and the distance between them. (P.12.4)
Calculate an projectile’s vertical or horizontal motion (P.12.2)
Explain how the apparent existence of an outward force in circular motion can be explained as inertia resisting the centripetal force. (P.12.2, E.5.2)
Explain how Newton’s law of universal gravitation accounts for various phenomena, including satellite and planetary orbits, falling objects, and the
tides. (P.12.4, E.5.2, E.5.6)
Describe Kepler’s laws of planetary motion. (P.12.4, E.5.2, E.5.6)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
Scalar
Magnitude
Vector
Component
Free body diagram
Displacement
Projectile
Trajectory
Parabola
Range
Circular motion
Revolve
Angular speed
Linear speed
Circumference
Centripetal force
Centrifugal force
Law of universal gravitation
Gravitational constant
Satellite
Orbit
Ellipse
The student will:
 Describe the path of a projectile
 Describe how distance and mass affect gravitational force
 Distinguish between rotation and revolution
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
Subject: Physics Std
Standard(s): SC.912.P.8.1 (States of Matter), P.8.3 (Atomic Theory), P.10.4 (Energy transfer), P.10.5 (Temp vs Avg KE), P.10.10
(Fundamental forces), N.2.5 (Varied Scientists)
Topic (Keywords): Thermodynamics
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Solve problems using the equation for Specific Heat
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: explain the connection of heat to change in temperature or states of matter
3.0





Relate temperature to the average molecular kinetic energy for different states of matter (P.8.1, P.10.5)
Describe heat as energy transferred by conduction, convection, and radiation (P.10.4)
Describe changes to the atomic model over time (P.8.3, N.2.5)
Compare the fundamental forces within and between atoms (P.8.3, P.10.10)
Convert temperature measurements between Fahrenheit, Celsius, and Kelvin (P.10.5)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:
Fahrenheit scale
Evaporation
Specific heat
Celsius scale
Absolute zero
Heat conduction
Thermometer
Kelvin
Thermal conductor
Solid
Plasma
Thermal insulator
Liquid
Thermal energy
Convection
Gas
Heat
Thermal radiation
Intermolecular forces
Calorie
Atomic theory
Proton
Electron
Neutron
Charge
Nucleus
Electromagnetic force
Strong nuclear force
The student will:
 Recognize that temperature is related to the movement of particles
 Differentiate between temperature and thermal energy
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
3 rd Nine Weeks
Electricity and Magnetism
Learning Goal(s): The student will investigate and explain the relationships between electricity and magnetism and the
factors that affect them.
NGSSS Benchmarks (with Complexity Level)
SC.912.P.10.14 Differentiate among conductors,
semiconductors, and insulators (M)
SC.912.P.10.15 Investigate and explain the
relationships among current, voltage, resistance, and
power (H)
Concepts
Electric Circuits
Chap 13 and
Chap 14
-Electric Circuits
-Current and Voltage
-Resistance and Ohm’s
Law
-Series Circuits
-Parallel Circuits
SC.912.P.10.13 Relate the configuration of static charges to
the electric field, electric force, electric potential, and electric
potential energy (H)
SC.912.P.10.14 Differentiate among conductors,
semiconductors, and insulators (M)
SC.912.P.10.15 Investigate and explain the relationships
among current, voltage, resistance, and power (H)
-Electrical Power, AC,
and DC Electricity
Electrical Charges
and Forces
Chap 15
-Electric Charge and
Current
-Electric Current,
Resistance, and Voltage
-Capacitors
Scale Vocabulary
Electric current
Ohm’s Law
Electric circuit
Conductor
Circuit diagram Insulator
Electrical
Semiconductor
symbols
Series circuit
Resistor
Parallel circuit
Closed circuit
Short circuit
Open circuit
Kilowatt
Switch
Kilowatt-hour
Ampere
Direct current
Voltage
Alternating
Volt
current
Voltmeter
Transformer
Multimeter
Battery
Ammeter
Resistance
Ohm
Coulomb
Electrically neutral
Charged
Static electricity
Coulomb’s Law
Polarized
Superconductor
Capacitor
Capacitance
Farad
SC.912.P.10.10 Compare the magnitude and range of the Four
Fundamental Forces (gravitational, electromagnetic, weak
nuclear, strong nuclear) (M)
Magnetism
Sect 16.1 and 16.2
-Properties of Magnets
-The Source of
Magnetism
Magnetic
Permanent magnet
Magnetic poles
Magnetic field
Magnetic field lines
Electromagnet
Right-hand rule
Additional Text Vocabulary: Potentiometer, Voltage drop, Kirchhoff’s voltage law, Kirchhoff’s Current law, Electroscope, Charging by contact,
Charging by friction, Charging by induction, Diamagnetic, Paramagnetic, Ferromagnetic, Magnetic domain, Soft magnet, Hard magnet
Suggested Labs
Optional Sections/Chaps
Lab 13A and 13B, Lab 14A and 14B, Lab 15B, Lab 16B
Sect 16.3, Chapter 17, Chapter 18 (SC.912.P.10.16 is no longer part of the Physics 1 Std
course description)
Subject: Physics Std
Standard(s): SC.912.P.10.14 (Conductors vs Insulators), P.10.15 (Current, Voltage, Resistance, and Power), P.10.13 (Electric: field, force, potential,
and potential energy), P.10.10 (Electromagnetic Force)
Topic (Keywords): Electricity and Magnetism
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Explain the application of magnetic fields and/or electric fields to modern technologies
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: investigate and explain the relationships between electricity and magnetism and the factors that affect them.
3.0




Differentiate among conductors, semiconductors, and insulators (P.10.14)
Investigate and explain the relationships among current, voltage, resistance, and power (P.10.15)
Relate the configuration of static charges to the electric field, electric force, electric potential, and electric potential energy (P.10.13)
Investigate the magnitude and range of the electromagnetic force in the context of magnetic materials (P.10.10)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
Electric current
Electric circuit
Circuit diagram
Electrical symbols
Resistor
Closed circuit
Open circuit
Switch
Ampere
Voltage
Volt
Voltmeter
Multimeter
Battery
Ammeter
Resistance
Ohm
Ohm’s Law
Conductor
Insulator
Semiconductor
Series circuit
Parallel circuit
Transformer
Short circuit
Kilowatt
Kilowatt-hour
Direct current
Alternating current
Capacitance
Farad
Capacitor
Coulomb
Electrically neutral
Charged
Static electricity
Coulomb’s Law
Polarized
Superconductor
Magnetic
Permanent magnet
Magnetic poles
Magnetic field
Magnetic field lines
Electromagnet
Right-hand rule
The student will:
 Describe how to measure current and voltage in a circuit
 Identify at least one example of a conductor and an insulator
 Recognize the difference between series and parallel circuits
 Describe a magnetic field and forces around a magnet
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.0
Even with help, no understanding or skill demonstrated
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
4th Nine Weeks
Waves, Sound, and Light
Learning Goal(s): The student will describe and explain the measurable properties of waves, including sound waves.
The student will describe the properties of light as a wave and how its motion can be changed.
NGSSS Benchmarks (with Complexity Level)
SC.912.P.10.20 Describe the measurable properties of
waves and explain the relationships among them and how
these properties change when the wave moves from one
medium to another (H)
Concepts
Harmonic Motion and
Waves
Chapter 19 and
Chapter 20
-Harmonic Motion
-Graphs of Harmonic Motion
-Properties of Oscillators
-Waves
-The Motion of Waves
-Wave Interference and
Energy
SC.912.P.10.20 Describe the measurable properties of waves and
explain the relationships among them and how these properties
change when the wave moves from one medium to another (H)
SC.912.P.10.21 Quantitatively describe the shift in frequency in
sound or electromagnetic waves due to the relative motion of a
source or receiver. (M)
Sound
Section 21.1
-Properties of Sound
Scale Vocabulary
Harmonic
motion
Cycle
Oscillation
Oscillator
Vibration
Period
Frequency
Hertz
Amplitude
Damping
Transverse
Longitudinal
Crest
pitch
decibels
acoustics
subsonic
supersonic
shock wave
Doppler Effect
Trough
Wavelength
Harmonics
Propagate
Boundaries
Reflection
Refraction
Diffraction
Absorption
Constructive
interference
Destructive
interference
SC.912.P.10.18 Explore the theory of electromagnetism by
comparing and contrasting the different parts of the
electromagnetic spectrum in terms of wavelength,
frequency, and energy, and relate them to phenomena and
applications
Light and Color,
Optics, The Physical
Nature of Light
Section 22.1,
Chapter 23,
Sect 24.1
SC.912.P.12.7 Recognize that nothing travels faster than
the speed of light in vacuum which is the same for all
observers no matter how they or the light source are
moving.
-Properties of Light
SC.912.P.10.22 Construct ray diagrams and use thin lens
and mirror equations* to locate the images formed by
lenses and mirrors (H) *not adequately covered in text
-Mirrors, Lenses, and
Images
-Optics and Reflection
-Refraction
-The Electromagnetic
Spectrum
Intensity
Optics
Light ray
Converging
lens
Diverging
lens
Prism
Transparent
Translucent
Incident ray
Normal line
Reflected ray
Law of
reflection
Ray diagram
Index of
refraction
Angle of
refraction
Total internal
reflection
Fiber optics
Dispersion
Object
Image
Virtual image
Optical axis
Focal point
Focal length
Real image
Focus
Magnification
Electromagnetic
wave
Electromagnetic
spectrum
Additional Text Vocabulary: Phase Equilibrium, Plane wave, Wave fronts, Standing wave, Resonance Wave, Circular wave, Restoring force, Natural
frequency, Periodic force, Interference, Superposition principle, Wave pulse, Specular reflection, Diffuse reflection, Incandescence, Refracting telescope,
Critical angle, Radio wave, Microwave, Infrared light, Visible light, Ultraviolet light, X rays, Gamma rays, Fluorescence
Suggested Labs
Lab 19A, Lab 20B, Lab 21A, Lab 22A and 22B, Lab 23B, Lab 24A
Subject: Physics Std
Standard(s): SC.912.P.10.20 (Properties of Waves), P.10.21 (Shift in Frequency)
Topic (Keywords): Waves and Sound
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Explain the relationship between sound waves in a harmonic series and its application in music.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: describe and explain the measurable properties of waves, including sound waves.
3.0


Explain the relationships among them and how the properties of waves change when the wave moves from one medium to another
(P.10.20)
Quantitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or receiver.
(P.10.21)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
Harmonic motion
Frequency
Crest
Reflection
Cycle
Hertz
Trough
Refraction
Oscillation
Amplitude
Wavelength
Diffraction
Oscillator
Damping
Absorption
Boundaries
Vibration
Harmonics
Constructive interference
Transverse
Period
Propagate
Destructive interference
Longitudinal
2.0
The student will:
 Identify the properties of waves (i.e. period, frequency, wavelength, amplitude)
 Recognize examples of transverse and longitudinal waves
 Recognize that sound travels in waves
1.0
0.0
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
Subject: Physics Std
Standard(s): SC.912.P.10.18 (EM Spectrum), P.12.7 (Speed of Light), P.10.22 (Ray Diagrams)
Topic (Keywords): Light and Optics
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Use their knowledge of lenses and mirrors to design a simple optical device.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: describe the properties of light as a wave and how its motion can be changed.
3.0



Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength,
frequency, and energy, and relate them to phenomena and applications (P.10.18)
Recognize that nothing travels faster than the speed of light in vacuum which is the same for all observers no matter how they or the light source
are moving. (P.12.7)
Construct ray diagrams and use thin lens and mirror equations to locate the images formed by lenses and mirrors (P.10.22)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
Intensity
Optics
Light ray
Converging lens
Diverging lens
Prism
Transparent
Translucent
Incident ray
Angle of refraction
Normal line
Fiber optics
Dispersion
Object
Image
Virtual image
Reflected ray
Law of reflection
Ray diagram
Index of refraction
Total internal reflection
Optical axis
Focal point
Focal length
Real image
Focus
Magnification
Electromagnetic wave
Electromagnetic spectrum
The student will:
 Recognize that visible light is a part of the electromagnetic spectrum
 Observe that the speed of light changes as it travels through different materials
 Identify the differences between convergent and divergent lenses
 Identify the differences between concave and convex mirrors
1.0
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.0
Even with help, no understanding or skill demonstrated
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content