Course Description
Physics II
Physics II
Course Rationale:
Students who are continuing physics at the college level will work in depth on motion, electricity and particle physics. They will intensify lab
skills, enhance critical thinking, examine college and career opportunities, and ultimately sit for the advanced placement test in the spring.
Students will devote considerable time to the study of physics and the development of higher-level skills.
Course Description:
This course is a continuation of Physics I but in greater depth. Subject matter includes mechanics, heat, and thermodynamics, sound and
wave motion. Approximately two days per week are spent in the laboratory. Concepts included second semester are DC and AC electricity
and light and atomic physics. Approximately two days per week are spent in the laboratory performing experiments that will prepare students
of the AP test. College credit depends upon the test score and college of choice.
Organization:
The Physics II Science curriculum is organized by using the Science Course Level Expectations. The strands and Big Ideas of the CLEs are
exhibited in the gray bands that cross all eight columns of the curriculum. The CLE concepts are listed in the first column along with the
learner objectives.
328
Resources:
Adopted Text:
Websites:
http://lhs.berkeley.edu/hou/hs/modeling/U8a-houmodeling.pdf
http://edcommunity.apple.com/ali/print.php?itemID=14545
http://www.encyclopedia.com/doc/1E1-platetec.html
http://www.glenbrook.k12.il.us/gbssci/phys/Class/light/u12l2a.html
http://gotoscience.com/lesson_Plans.html
http://www.ndt-ed.org/EducationResources/HighSchool/Electricity/electroinduction.htm
http://www.nitrogenorder.org/lessons/nuclear.shtml
http://www.oceanmotion.org/html/teachers/overview.htm
http://www.physics.ubc.ca/~outreach/phys420/p420_03/john/index.html
http://www.physics.ucla.edu/~cwp/dev/photopage1.1.html
http://www.school-for-champions.com/science/mpemba.htm
http://www.sciencenetlinks.com/matrix.cfm
www.successlink.org
http://tides.sfasu.edu/Teachers/Tides/docs/LessonPlans/HighSchool/science/VerasteguiMixtures.html
http://www2.ufrsd.net/staffwww/stefanl/Webquest/Atoms/index.htm
Abbreviations:
Subjects
CA
Communication Arts
MA
Mathematics
SC
Science
SS
Social Studies
CLE
Grade Level Expectations
Science Strands
Strand 1
Matter & Energy
Strand 2
Force & Motion
Strand 3
Living Organisms
Strand 4
Ecology
Strand 5
Earth Systems
Strand 6
Universe
Strand 7
Scientific Inquiry
Strand 8
Science, Technology, &
Human Activity
BT
K
C
Ap
An
S
E
329
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
DOK Depth of Knowledge
Level 1 – Recall
Level 2 – Skill/Concept
Level 3 – Strategic Thinking
Level 4 – Extended Thinking
Physics I
Strand 1: Properties and Principles of Matter and Energy
1. Changes in properties and states of matter provide evidence of the atomic theory of matter.
Measurable Learner
Objective
The student will be able to:
A. Objects, and the
materials they are made
of, have properties that
can be used to describe
and classify them.
Assessed
Show-Me
Goals
Sci 1
CLE
Code
An
1.8
2
1.1.A.b
1.1.A.c
b. Identify pure
substances by their
physical and chemical
properties (i.e., color,
luster/reflectivity,
hardness, conductivity,
density, pH melting point,
boiling point, specific heat,
solubility, phase at room
temperature, chemical
reactivity)
BT/
DOK
Student Activities/ Resources
>b-d The students will identify,
classify, compare and contrast
pure substances by their
physical and chemical
properties with a lesson from
Texas History.
1.1.A.d
Techniques for Separating
Mixtures
http://tides.sfasu.edu/Teachers/
Tides/docs/LessonPlans/HighS
chool/science/VerasteguiMixtur
es.html
c. Classify a substance as
being made up of one kind
of atom (element) or a
compound when given the
molecular formula or
structural formula
(introduce electron dot
diagram) for the substance
d. Compare and contrast
the common properties of
metals, nonmetals,
metalloids (semiconductors) and noble
gases
Integrated Skills:
330
Instructional
Strategies
Assessments
a-d The teacher
will read through
the lesson, make
copies of all
worksheets, gather
the materials
needed and review
background with
the students for
the lesson.
b-d The students will be
assessed on their
ability to identify,
classify, compare and
contrast pure
substances by their
physical and chemical
properties with a open
ended question form
the lesson.
Mastery
Min. %
80%
Strand 1: Properties and Principles of Matter and Energy
1. Changes in properties and states of matter provide evidence of the atomic theory of matter.
Measurable Learner
Objective
The student will be able to:
D. Physical changes in
states of matter due to
thermal changes in
materials can be
explained by the Kinetic
Theory of Matter
Assessed
Show-Me
Goals
Sci 1
CLE
Code
1.8
1.1.D.a
An
1.1.D.b
1.1.D.c
a. Using the Kinetic
Theory model, explain the
changes that occur in the
distance between
atoms/molecules and
temperature of a
substance as energy is
absorbed or released
during a phase change
b. Predict the effect of a
temperature change on the
properties (i.e., pressure,
density) of a material
(solids, liquids, gases)
c. Predict the effect of
pressure changes on the
properties (i.e.,
temperature, density) of a
material (solids. Liquids,
gases)
BT/
DOK
2
Student Activities/ Resources
>a-b The student will use the
Kinetic Theory model to explain
changes in atoms/molecules
and predict the effect of
temperature on properties with
a hands-on lesson involving
popcorn
Instructional
Strategies
a-b The teacher
will discuss the
Kinetic Theory of
Matter, divide the
class into small
groups, and gather
the material for the
activity.
Attachment A
Assessments
a-b The student will be
assessed on their
ability to use the Kinetic
Theory model to
explain changes in
atoms/molecules and
predict the effect of
temperature on
properties with a quiz.
Attachment B
>c The students will predict the
effect of pressure changes on a
material with a unit that involves
hands-on activities, Power Point
slides, and a simulation.
UBC – Air Pressure
Demonstration
http://www.physics.ubc.ca/~outr
each/phys420/p420_03/john/ind
ex.html
Additional Resource:
http://www.sparknotes.com/test
prep/books/sat2/physics/chapte
r12section2.rhtml
Integrated Skills:
331
c. The teacher will
review the
webpage,
download the
slides, and provide
a computer or
smartboard to view
the simulation.
c The students will be
assessed on their
ability to predict the
effect of pressure
changes on a material
with a written summary
of the activities.
Mastery
Min. %
80%
Strand 1: Properties and Principles of Matter and Energy
1. Changes in properties and states of matter provide evidence of the atomic theory of matter.
Measurable Learner
Objective
The student will be able to:
E. The atomic model
describes the electrically
neutral atom
a. Describe the atom as
having a dense, positive
nucleus surrounded by a
cloud of negative electrons
b. Calculate the number of
protons, neutrons, and
electrons of an element (or
isotopes) given its atomic
mass (or mass number)
and atomic number
Assessed
Show-Me
Goals
Sci 1
CLE
Code
1.8
1.1.E.a
BT/
DOK
An
1.1.E.b
1.1.E.c
2
Student Activities/ Resources
>a-c The student will describe
the atom, calculate the number
of protons, neutrons and
electrons and describe the
information provided by the
atomic number and the mass
number when researching a
chosen element and creating a
children’s book.
Atomic Structure Webquest
http://www2.ufrsd.net/staffwww/
stefanl/Webquest/Atoms/index.
htm
c. Describe the
information provided by
the atomic number and the
mass number (i.e.,
electrical charge, chemical
stability)
Integrated Skills: Research
332
Instructional
Strategies
a-c The teacher
will provide copies
of the directions,
scoring guide and
provide access to
the internet.
Assessments
a-c The student will be
assessed on their
ability to describe the
atom, calculate the
number of protons,
neutrons and electrons
and describe the
information provided by
the atomic number and
the mass number with a
scoring guide from the
lesson.
Mastery
Min. %
80%
Strand 1: Properties and Principles of Matter and Energy
2. Energy has a source, can be stored, and can be transferred but is conserved within a system.
Measurable Learner
Objective
The student will be able to:
A. Forms of energy have
a source, a means of
transfer (work and heat),
and a receiver
Assessed
Show-Me
Goals
Sci 1
CLE
Code
1.8
1.2.A.a
An
1.2.A.b
a. Differentiate between
thermal energy (the total
internal energy of a
substance which is
dependent upon mass),
heat (thermal energy that
transfers from one object
of system to another due
to a difference in
temperature), and
temperature (the measure
of average kinetic energy
of molecules or atoms in a
substance
b. Describe the
relationship among
wavelength, energy, and
frequency as illustrated by
the electromagnetic
spectrum
c. Differentiate between
the properties and
examples of conductors
and insulators of different
forms of energy (i.e.,
thermal, mechanical,
electromagnetic
BT/
DOK
1.2.A.c
2
Student Activities/ Resources
Instructional
Strategies
>a The students will
differentiate between thermal
energy, heat and temperature
with a lesson involving chemical
fuels.
a. The teacher will
provide the
materials and
copies of the
student handouts.
The students will be
assessed on their
ability to differentiate
between thermal
energy, heat and
temperature with a
worksheet.
b. The teacher will
provide copies of
the lesson or use a
smartboard for
students to view.
b The students will be
assessed on their
ability to describe the
electromagnetic
spectrum with an online quiz (can be
printed) from the
lesson.
c. The teacher will
provide copies of
the lesson or use a
smartboard for
students to view.
c The students will be
assessed on their
ability to differentiate
between properties and
examples of conductors
and insulators with a
quiz from the lesson.
Attachment C
(intended for grades 7-9, so
teacher may have to enhance
the activity for higher levels)
>b The students will describe
the electromagnetic spectrum
with an on-line lesson.
http://www.glenbrook.k12.il.us/g
bssci/phys/Class/light/u12l2a.ht
ml
>c The students will
differentiate between properties
and examples of conductors
and insulators with an on-line
lesson.
http://www.glenbrook.k12.il.us/g
bssci/phys/Class/estatics/estati
cstoc.html
Integrated Skills:
333
Assessments
Mastery
Min. %
80%
Strand 1: Properties and Principles of Matter and Energy
2. Energy has a source, can be stored, and can be transferred but is conserved within a system.
Measurable Learner
Objective
The student will be able to:
A. Forms of energy have
a source, a means of
transfer (work and heat),
and a receiver
Assessed
Show-Me
Goals
Sci 1
CLE
Code
1.8
1.2.A.g
g. Interpret examples
(e.g., land and sea
breezes, home heating,
plate tectonics) of heat
transfer as convection,
conduction, or radiation
BT/
DOK
An
2
Student Activities/ Resources
>g. The students will interpret
examples of heat transfer as
convection, conduction or
radiation with a lesson involving
the freezing of hot water and
cold water (Mpemba Effect).
Mpemba Effect Resource
http://www.school-forchampions.com/science/mpem
ba.htm
Experiment:
Attachment D
Integrated Skills: Technology Skills
334
Instructional
Strategies
g. The teacher will
provide the
background
information and
materials needed.
Assessments
g. The students will be
assessed on their
ability to interpret
examples of heat
transfer as convection,
conduction or radiation
with data sheets.
Mastery
Min. %
80%
Strand 1: Properties and Principles of Matter and Energy
2. Energy has a source, can be stored, and can be transferred but is conserved within a system.
Measurable Learner
Objective
The student will be able to:
E. Nuclear energy is a
major source of energy
throughout the universe
Assessed
Show-Me
Goals
Sci 1
CLE
Code
1.8
1.2.E.a
a. Describe how changes
in the nucleus of an atom
during a nuclear reaction
(i.e., nuclear decay, fusion,
fission) result in emission
of radiation
BT/
DOK
An
2
Student Activities/ Resources
>a. The students will describe
nuclear reaction results with an
on-line less that includes
practice exercises.
http://www.nitrogenorder.org/les
sons/nuclear.shtml
Integrated Skills: Technology Skills
335
Instructional
Strategies
The teacher will
review the on-line
lesson, make
copies of the
lesson or provide
access to
computers or use
with a smartboard.
Assessments
a. The students will be
assessed on their
ability to describe
nuclear reaction results
with practice exercises
in the lesson.
Mastery
Min. %
80%
Strand 2: Properties and Principles of Force and Motion
2. Forces affect motion
Measurable Learner
Objective
The student will be able to:
B. Every object exerts a
gravitational force on
every other object
Assessed
Show-Me
Goals
Sci 2
CLE
Code
1.8
2.2.B.b
b. Compare and describe
the gravitational forces
between two objects in
terms of their masses and
the distance between them
BT/
DOK
An
2
Student Activities/ Resources
>b. The students will compare
and describe gravitational
forces including those between
two objects when completing a
unit on gravity created by high
school teachers with lab
activities and worksheets.
http://lhs.berkeley.edu/hou/hs/m
odeling/U8a-houmodeling.pdf
Instructional
Strategies
b The teacher will
read through the
unit carefully,
provide the
materials needed
for the lab
activities and give
whole class
instruction on
content.
Assessments
b. The students will be
assessed on their
ability to compare and
describe gravitational
forces including those
between two objects
when completing lab
activities and
worksheets from the
student lesson.
http://lhs.berkeley.edu/h
ou/hs/modeling/U8ahoumodeling.pdf
Integrated Skills: Technology Skills
336
Mastery
Min. %
80%
Strand 2: Properties and Principles of Force and Motion
2. Forces affect motion
Measurable Learner
Objective
The student will be able to:
C. Magnetic forces are
related to electrical
forces as different
aspects of a single
electromagnetic force.
a. Recognize changing
magnetic fields can
produce electrical current
and electric currents can
produce magnetic forces
b. Predict the effects of an
electromagnetic force on
the motion of objects
(attract or repel)
Assessed
Show-Me
Goals
Sci 2
CLE
Code
1.8
2.2.C.a
BT/
DOK
An
2.2.C.b
2
Student Activities/ Resources
>a-b. The students will
recognize how magnetic fields
and electric currents are related
and predict the effects of
electromagnetic force on
moving objects with an on-line
unit that includes discussion
questions and lab activities.
http://www.ndted.org/EducationResources/Hig
hSchool/Electricity/electroinduct
ion.htm
Integrated Skills:
337
Instructional
Strategies
a-b. The teacher
will read through
the lesson, provide
students with
access to the
information (paper,
copies, computer,
or smartboard),
and gather the
materials for the
lab activities.
Assessments
a-b. The students will
be assessed on their
ability to recognize how
magnetic fields and
electric currents are
related and predict the
effects of
electromagnetic force
on moving objects with
lesson questions
(discussion or written in
journals) and
completion of lab
activities.
Mastery
Min. %
80%
Strand 5: Processes and Interactions of the Earth’s Systems
(Geosphere, Atmosphere, and Hydrosphere)
2. Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common
processes.
Measurable Learner
Objective
The student will be able to:
B. There are internal
processes and sources
of energy within the
geosphere that cause
changes in Earth’s
crustal plates
a. Describe the internal
source of energy on Earth
that results in uneven
heating of the mantle (i.e.,
decay of radioactive
isotopes)
Assessed
Show-Me
Goals
Sci 5
CLE
Code
1.8
5.2.B.a
BT/
DOK
An
5.2.B.b
2
Student Activities/ Resources
>a-b. The students will
describe the internal source of
energy on Earth and illustrate
and explain the convection
currents in the mantle.
LESSON
http://edcommunity.apple.com/a
li/print.php?itemID=14545
Attachment E: Student task
sheet
Attachment F: Scoring Guide
b. Illustrate and explain the
convection currents that
result from the uneven
heating inside the mantle
and cause movement of
crustal plates
Integrated Skills:
338
Instructional
Strategies
a-b. The teacher
will introduce the
concept of
convection
currents, develop
background
knowledge, divide
the students into
small groups,
provide copies of
student task sheet
and materials to
complete the task.
Assessments
a-b. The students will
be assessed on their
ability to describe the
internal source of
energy on Earth and
illustrate and explain
the convection currents
in the mantle with a
scoring guide for the
student task.
Attachment F
Mastery
Min. %
80%
Strand 5: Processes and Interactions of the Earth’s Systems
(Geosphere, Atmosphere, and Hydrosphere)
2. Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common
processes.
Measurable Learner
Objective
The student will be able to:
B. There are internal
processes and sources
of energy within the
geosphere that cause
changes in Earth’s
crustal plates
d. Relate the densities of
the materials found in
continental and oceanic
plates to the processes
that result in each type of
plate boundary (i.e.,
diverging, converging,
transform)
e. Describe the effects of
the movement of crustal
plates (i.e., earthquakes,
sea floor spreading,
mountain building, volcanic
eruptions) at a given
location on the planet.
Assessed
Show-Me
Goals
Sci 5
CLE
Code
1.8
5.2.B.d
BT/
DOK
An
5.2.B.e
2
Student Activities/ Resources
>d-e. The students will relate
the densities of materials to the
processes that result in each
type of plate boundary and
describe the effects of crustal
plate movements in a lesson
that includes 3 assessment
tasks.
Additional Resource:
Attachment H
Resource webpage:
http://www.extremescience.com
/PlateTectonicsmap.htm
http://geology.com/platetectonics.shtml (good
interactive site)
Integrated Skills:
339
Instructional
Strategies
d-e The teacher
will introduce the
concept of plate
boundaries and
movement in a
whole class setting
and provide the 3
tasks for the
students to
complete (can be
done in small
groups or
individually).
Assessments
d-e The students will
be assessed on their
ability to relate the
densities of materials to
the processes that
result in each type of
plate boundary and
describe the effects of
crustal plate
movements in a lesson
that includes 3
assessment tasks.
Mastery
Min. %
80%
Strand 5: Processes and Interactions of the Earth’s Systems
(Geosphere, Atmosphere, and Hydrosphere)
2. Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common
processes.
Measurable Learner
Objective
The student will be able to:
B. There are internal
processes and sources
of energy within the
geosphere that cause
changes in Earth’s
crustal plates
f. Articulate the processes
involved in the Theory of
Plate Tectonics (i.e.,
uneven heating of the
mantle due to the decay of
radioactive isotopes,
movement of materials via
convection currents,
movement of continental
and oceanic plates along
diverging, converging, or
transform plate
boundaries) and describe
evidence that supports that
theory (e.g., correlation of
rock sequences,
landforms, and fossils;
presence of intrusions and
faults; evidence of seafloor spreading)
Assessed
Show-Me
Goals
Sci 5
1.8
CLE
Code
BT/
DOK
An
5.2.B.f
2
Student Activities/ Resources
>f. The students will articulate
the processes involved in the
Theory of Tectonics
Use with CLE: 5.2.b.d-e
http://www.encyclopedia.com/d
oc/1E1-platetec.html
Information on Theory of
Tectonics
Resource websites:
http://www.enchantedlearning.c
om/subjects/astronomy/planets/
earth/Continents.shtml
http://webspinners.com/dlblanc/
tectonic/floating.php
Integrated Skills:
340
Instructional
Strategies
f. The teacher will
introduce the
concept in a whole
class setting.
Assessments
f. The students will be
assessed on their
ability to articulate the
processes involved in
the Theory of Tectonics
with classroom
activities and textbook
quiz.
Mastery
Min. %
80%
Strand 5: Processes and Interactions of the Earth’s Systems
(Geosphere, Atmosphere, and Hydrosphere)
2. Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common
processes.
Measurable Learner
Objective
The student will be able to:
D. Changes in the Earth
over time can be inferred
through rock and fossil
evidence
a. Use evidence from
relative and real dating
techniques (e.g.,
correlation of trace fossils,
landforms, and rock
sequences; evidence of
climate changes; presence
of intrusions and faults;
magnetic orientation;
relative age of drill
samples) to infer geologic
history
Assessed
Show-Me
Goals
Sci 5
1.8
CLE
Code
BT/
DOK
An
5.2.D.a
2
Student Activities/ Resources
>a. The students will use fossil
evidence to date and infer
geologic history with a NetLinks
lesson.
Fossils and Geologic Time
http://www.sciencenetlinks.com/
matrix.cfm
Scroll down to grades 9-12
Integrated Skills:
341
Instructional
Strategies
Assessments
a. The teacher will
provide copies of
the article to be
read and guide
them through the
questions.
a. The students will use
fossil evidence to date
and infer geologic
history with review
questions from the
lesson.
Mastery
Min. %
80%
Strand 5: Processes and Interactions of the Earth’s Systems
(Geosphere, Atmosphere, and Hydrosphere)
2. Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common
processes.
Measurable Learner
Objective
The student will be able to:
F. Climate is a
description of average
weather conditions in a
given area due to the
transfer of energy and
matter through Earth’s
systems
a. Explain how global wind
and ocean currents are
produced on the Earth’s
surface (e.g., effects of
unequal heating of the
Earth’s land masses,
oceans, and air by the Sun
due to latitude and surface
material type; effects of
gravitational forces acting
on layers of air of different
densities due to
temperature differences;
effects of the rotation of
the Earth’ effects of
surface topography)
Assessed
Show-Me
Goals
Sci 5
1.8
CLE
Code
BT/
DOK
An
5.2.F.a
2
Student Activities/ Resources
>The students will explain how
global and ocean winds are
formed and their effect on
weather with a five lesson unit
from NASA. (reading level 9.8)
Ocean Motion
http://www.oceanmotion.org/ht
ml/teachers/overview.htm
Resource Webpage:
http://www.cando.com/uci/lessons98/Raft.html
Integrated Skills:
342
Instructional
Strategies
The teacher will
introduce the
concept of wind
currents in a whole
class setting and
provide materials
for the group
activities and
quizzes.
Assessments
The students will be
assessed on their
ability to explain how
global and ocean winds
are formed and their
effect on weather with
quizzes from each
lesson in the unit.
Mastery
Min. %
80%
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking.
Measurable Learner
Objective
The student will be able to:
A. Scientific inquiry
includes the ability of
students to formulate a
testable question and
explanation, and to
select appropriate
investigative methods in
order to obtain evidence
relevant to the
explanation
a. Formulate testable
questions and hypotheses
b. Analyzing an
experiment identify the
components (i.e.,
independent variable,
dependent variables,
control of constants,
multiple trials) and explain
their importance to the
design of a valid
experiment
Assessed
Show-Me
Goals
Sci 7
CLE
Code
BT/
DOK
1.3
1.8
7.1.A.a
3
7.1.A.b
3
7.1.A.c
4
An
Student Activities/ Resources
>a-g The students will make
qualitative and quantitative
observations, use
measurement and determine
appropriate tools to collect,
analyze and interpret data
during a selected science
project.
A project from one of the
previous objectives could be
adapted or used for this
objective or one of the
activities from the following
website:
http://gotoscience.com/lesson
_Plans.html
Additional Resource:
Attachment I
c. Design and conduct a
valid experiment
Integrated Skills: Research
343
Instructional
Strategies
a-g The teacher will
provide the tools and
instruction on correct
and safe use of the
tools for a selected
project
Assessments
a-g The students will be
assessed on their
ability to make
qualitative and
quantitative
observations, use
measurement and
determine appropriate
tools to collect, analyze
and interpret data with
observation,
worksheets and scoring
guides form the science
project selected.
Mastery
Min. %
80%
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking.
Measurable Learner
Objective
The student will be able to:
A. Scientific inquiry
includes the ability of
students to formulate a
testable question and
explanation, and to
select appropriate
investigative methods in
order to obtain evidence
relevant to the
explanation
d. Recognize it is not
always possible, for
practical or ethical
reasons, to control some
conditions (e.g., when
sampling or testing
humans, when observing
animal behaviors in
nature)
e. Acknowledge some
scientific explanations
(e.g., explanations of
astronomical or
meteorological
phenomena) cannot be
tested using a controlled
laboratory experiment, but
instead by using a model
due to the limits of the
laboratory environment,
resources, and/or
technologies
Assessed
Show-Me
Goals
Sci 7
CLE
Code
BT/
DOK
1.3
1.8
7.1.A.d
2
7.1.A.e
1
Com
Student Activities/ Resources
>a-g The students will make
qualitative and quantitative
observations, use
measurement and determine
appropriate tools to collect,
analyze and interpret data
during a selected science
project.
A project from one of the
previous objectives could be
adapted or used for this
objective or one of the
activities from the following
website:
http://gotoscience.com/lesson
_Plans.html
Additional Resource:
Attachment I
Integrated Skills: Research
344
Instructional
Strategies
a-g The teacher will
provide the tools and
instruction on correct
and safe use of the
tools for a selected
project
Assessments
a-g The students will be
assessed on their
ability to make
qualitative and
quantitative
observations, use
measurement and
determine appropriate
tools to collect, analyze
and interpret data with
observation,
worksheets and scoring
guides form the science
project selected.
Mastery
Min. %
80%
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking.
Measurable Learner
Objective
The student will be able to:
A. Scientific inquiry
includes the ability of
students to formulate a
testable question and
explanation, and to
select appropriate
investigative methods in
order to obtain evidence
relevant to the
explanation
f. Acknowledge there is no
fixed procedure called ―the
scientific method‖, but that
some investigations
involve systematic
observations, carefully
collected and relevant
evidence, logical
reasoning, and some
imagination in developing
hypotheses and other
explanations
Assessed
Show-Me
Goals
Sci 7
1.3
1.8
CLE
Code
BT/
DOK
Com/
Eval
7.1.A.f
2
7.1.A.g
3
Student Activities/ Resources
>a-g The students will make
qualitative and quantitative
observations, use
measurement and determine
appropriate tools to collect,
analyze and interpret data
during a selected science
project.
A project from one of the
previous objectives could be
adapted or used for this
objective or one of the
activities from the following
website:
http://gotoscience.com/lesson
_Plans.html
Additional Resource:
Attachment I
g. Evaluate the design of
an experiment and make
suggestions for reasonable
improvements
Integrated Skills: Research
345
Instructional
Strategies
a-g The teacher will
provide the tools and
instruction on correct
and safe use of the
tools for a selected
project
Assessments
a-g The students will be
assessed on their
ability to make
qualitative and
quantitative
observations, use
measurement and
determine appropriate
tools to collect, analyze
and interpret data with
observation,
worksheets and scoring
guides form the science
project selected.
Mastery
Min. %
80%
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking.
Measurable Learner
Objective
The student will be able to:
B. Scientific inquiry
relies upon gathering
evidence from
qualitative and
quantitative
observations
a. Make qualitative and
quantitative observations
using the appropriate
senses, tools and
equipment to gather data
(e.g., microscopes,
thermometers, analog and
digital meters, computers,
spring scales, balances,
metric rulers, graduated
cylinders)
b. Measure length to the
nearest millimeter, mass to
the nearest gram, volume
to the nearest milliliter,
force (weight) to the
nearest Newton,
temperature to the nearest
degree Celsius, time to the
nearest second
Assessed
Show-Me
Goals
Sci 7
1.8
2.7
3.2
CLE
Code
BT/
DOK
Eval/
Com
7.1.B.a
2
7.1.B.b
1
7.1.B.c
2
Student Activities/ Resources
>a-g The students will make
qualitative and quantitative
observations, use
measurement and determine
appropriate tools to collect,
analyze and interpret data
during a selected science
project.
A project from one of the
previous objectives could be
adapted or used for this
objective or one of the
activities from the following
website:
http://gotoscience.com/lesson
_Plans.html
Additional Resource:
Attachment I
c. Determine the
appropriate tools and
techniques to collect,
analyze, and interpret data
Integrated Skills: Research
346
Instructional
Strategies
a-g The teacher will
provide the tools and
instruction on correct
and safe use of the
tools for a selected
project
Assessments
a-g The students will be
assessed on their
ability to make
qualitative and
quantitative
observations, use
measurement and
determine appropriate
tools to collect, analyze
and interpret data with
observation,
worksheets and scoring
guides form the science
project selected.
Mastery
Min. %
80%
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking.
Measurable Learner
Objective
The student will be able to:
B. Scientific inquiry
relies upon gathering
evidence from
qualitative and
quantitative
observations
d. Judge whether
measurements and
computation of quantities
are reasonable
e. Calculate the range,
average/mean, percent,
and ratios for sets of data
f. Recognize observation
is biased by the
experiences and
knowledge of the observer
(e.g., strong beliefs about
what should happen in
particular circumstances
can prevent the detection
of other results)
Assessed
Show-Me
Goals
Sci 7
1.8
2.7
3.2
CLE
Code
BT/
DOK
Eval/
Com
7.1.B.d
2
7.1.B.e
1
7.1.B.f
2
Student Activities/ Resources
>a-g The students will make
qualitative and quantitative
observations, use
measurement and determine
appropriate tools to collect,
analyze and interpret data
during a selected science
project.
A project from one of the
previous objectives could be
adapted or used for this
objective or one of the
activities from the following
website:
http://gotoscience.com/lesson
_Plans.html
Additional Resource:
Attachment I
Integrated Skills:
347
Instructional
Strategies
a-g The teacher will
provide the tools and
instruction on correct
and safe use of the
tools for a selected
project
Assessments
a-g The students will be
assessed on their
ability to make
qualitative and
quantitative
observations, use
measurement and
determine appropriate
tools to collect, analyze
and interpret data with
observation,
worksheets and scoring
guides form the science
project selected.
Mastery
Min. %
80%
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking.
Measurable Learner
Objective
The student will be able to:
C. Scientific inquiry
includes evaluation of
explanations
(laws/principles,
theories/models) in
light of evidence
(data) and scientific
principles
(understandings)
Assessed
Show-Me
Goals
Sci 7
1.6
3.4
4.1
CLE
Code
BT/
DOK
Eva/
An
7.1.C.a
3
7.1.C.b
3
Student Activities/
Resources
>a-b See CLE: 1.2.A.a
CLE: 1.2.A.g
a. Use quantitative and
qualitative data as support
for reasonable
explanations (conclusions)
b. Analyze experimental
data to determine patterns,
relationships,
perspectives, and
credibility of explanations
(e.g., predict/extrapolate
data, explain the
relationship between the
independent and
dependent variable)
Integrated Skills:
348
Instructional
Strategies
>a-b See CLE: 1.2.A.a
CLE: 1.2.A.g
Assessments
Mastery
Min. %
>a-b See CLE: 1.2.A.a
CLE: 1.2.A.g
80%
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking.
Measurable Learner
Objective
The student will be able to:
C. Scientific inquiry
includes evaluation of
explanations
(laws/principles,
theories/models) in
light of evidence
(data) and scientific
principles
(understandings)
Assessed
Show-Me
Goals
Sci 7
1.6
3.4
4.1
CLE
Code
BT/
DOK
Eva/
An
7.1.C.c
3
7.1.C.d
3
Student Activities/ Resources
>a-b See CLE: 1.2.A.a
CLE: 1.2.A.g
c. Identify the possible
effects of errors in
observations,
measurements, and
calculations, on the validity
and reliability of data and
resultant explanations
(conclusions)
d. Analyze whether
evidence (data) and
scientific principles support
proposed explanations
(laws/principles,
theories/models)
Integrated Skills: Research
349
Instructional
Strategies
>a-b See CLE:
1.2.A.a
CLE:
1.2.A.g
Assessments
Mastery
Min. %
>a-b See CLE: 1.2.A.a
CLE: 1.2.A.g
80%
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking.
Measurable Learner
Objective
The student will be able to:
D. The nature of science
relies upon
communication of
results and justification
of explanations
a. Communicate the
procedures and results of
investigations and
explanations through:
 Oral presentations
 Drawings & maps
 Data tables
 Graphs (bar,
single, and
multiple line)
 Equations &
writings
b. Communicate and
defend a scientific
argument
Assessed
Show-Me
Goals
Sci 7
2.1
3.4
CLE
Code
BT/
DOK
Eva/
An
7.1.D.a
3
7.1.D.b
3
7.1.D.c
2
Student Activities/ Resources
>a-c The students will identify
possible errors and their
effects and analyze data
support for proposed
explanation.
A project from one of the
previous objectives could be
adapted or used for this
objective or the following
project could be selected
Instructional
Strategies
The teacher will:
1. Model the steps of
a scientific inquiry
investigation
2. Distinguish
between a controlled
experiment and a
correlation study.
3. Organize students
into research teams of
two to four members.
http://www.evergreen.ca/en/lg
/lessons/eco_investigation.ht
ml
Also CLE: 1.1.D.a
1.1.F
2.1.A.a-b
2.1.B.a
c. Explain the importance
of the public presentation
of scientific work and
supporting evidence to the
scientific community (e.g.,
work and evidence must
be critiqued, reviewed and
validated by peers; needed
for subsequent
investigations by peers;
results can influence the
decisions regarding future
scientific work)
Integrated Skills:
350
4. Provide time for the
teams to brainstorm
topics to investigate
and share ideas with
the class.
5. Engage teams in
the investigation and
report write-up.
Assessments
a-c The students will be
assessed on their
ability to identify
possible errors and
their effects and
analyze data support
for proposed
explanation with a
scoring guide.
http://www.evergreen.c
a/en/lg/lessons/eco_inv
estigation.html
Mastery
Min. %
80%
Strand 8: Impact of Science, Technology and Human Activity
1. The nature of technology can advance, and is advanced by , science as it seeks to apply scientific knowledge in ways that meet
human needs.
Measurable Learner
Objective
The student will be able to:
B. Advances in
technology often
result in improved
data collection and an
increase in scientific
information
Assessed
Show-Me
Goals
Sci 8
2.7
4.7
a. Recognize the
relationships linking
technology and science
(e.g., how technological
problems may create a
demand for new science
knowledge, how new
technologies make it
possible for scientists to
extend research and
advance science)
CLE
Code
BT/
DOK
Com
8.1.B
2
Student Activities/ Resources
>a. The students will
recognize the relationship
between technology and
science development in
communication.
Technology increases the ways
in which information can be
communicated, the speed of
transmission, and the total
volume that can be handled at
any one time. Students need to
experience firsthand how
technology helps people
communicate more information
to more people in less time, with
greater accuracy and fewer
misunderstandings.
Communications
Technologies
http://www.sciencenetlinks.co
m/matrix.cfm
Scroll down to grades 9-12
Integrated Skills: Technology Skills
351
Instructional
Strategies
The teacher will read
through the lesson,
provide copies of the
E-sheets for the
students and time on
the computer to
access websites.
Students will explore the
examples of innovative
technology found on the
AT&T Labs
Technology Showcase
Demos website. The
samples provided include
communication patterns
Assessments
The students will be
assessed on their
ability to recognize the
relationship between
technology and science
development in
communication with a
short essay from the
lesson.
Mastery
Min. %
80%
Strand 8: Impact of Science, Technology and Human Activity
2. Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how
science knowledge and technology evolve over time.
Measurable Learner
Objective
The student will be able to:
A. People of different
gender and ethnicity
have contributed to
scientific discoveries
and the invention of
technological
innovations
a. Recognize
contributions to science
are not limited to the work
of one particular group, but
are made by a diverse
group of scientists
representing various ethnic
and gender groups
Assessed
Show-Me
Goals
Sci 8
2.3
4.6
CLE
Code
BT/
DOK
Com
8.2.A.a
1
8.2.A.b
1
Student Activities/ Resources
>a-b The students will
recognize contributions of
scientist when researching
one scientist.
http://www.educationworld.com/science/scientists.
shtml
Scroll down to Physics
Scientists
Women in Physics (good)
http://www.physics.ucla.edu/~
cwp/dev/photopage1.1.html
b. Recognize gender and
ethnicity of scientists often
influence the questions
asked and/or the methods
used in scientific research
and may limit or advance
science knowledge and/or
technology
Integrated Skills: Equity
352
Instructional
Strategies
The teacher will
provide students with
the time to research a
scientist and provide a
copy of the scoring
guide.
Assessments
The students will be
assessed on their
ability to recognize
contributions of
scientist with a scoring
guide for the research
project.
Attachment J
Mastery
Min. %
80%
Strand 8: Impact of Science, Technology and Human Activity
2. Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how
science knowledge and technology evolve over time.
Measurable Learner
Objective
The student will be able to:
B. Scientific theories are
developed based on
the body of
knowledge that exists
at any particular time
and must be
rigorously questioned
and tested for validity
Assessed
Show-Me
Goals
Sci 8
1.6
3.4
CLE
Code
BT/
DOK
Com
8.2.B.a
a. Identify and describe
how explanations
(laws/principles,
theories/models) of
scientific phenomena have
changed over time as a
result of new evidence
(e.g., model of the solar
system, basic structure of
matter, structure of an
atom, Big Bang and
nebular theory of the
Universe)
2
Student Activities/ Resources
> a The students will identify
and describe scientific
changes over time.
This lesson focuses on a
current issue in science in
order to help students
understand the process by
which scientific knowledge is
developed and refined. The
goal of science is to advance
human understanding of the
natural world—and that
sometimes means changing
long-held views
Abrupt Climate Change
http://www.sciencenetlinks.co
m/matrix.cfm
Scroll down to grades 9-12
Integrated Skills: Research, Technology Skills
353
Instructional
Strategies
The teacher will follow
the following guidelines:
Using the Abrupt
Climate Change
student E-Sheet,
students will explore
abrupt climate change.
First, they will be directed
to read passages from
Abrupt Climate
Change: Inevitable
Surprises. The E-Sheet
will ask them to identify
the issues facing
scientists as they reassess their ideas about
how climates change and
to explain how this
represents a change in
the way scientists thought
about this issue.
Assessments
The students will be
assessed on their
ability to identify and
describe scientific
changes over time with
written answers to
questions from the
lesson.
Mastery
Min. %
80%
Strand 8: Impact of Science, Technology and Human Activity
3. Science and technology affect, and are affected by, society
Measurable Learner
Assessed
CLE
BT/
Objective
Show-Me
Code
DOK
Student Activities/ Resources
The student will be able to:
Goals
B. Social, political,
Sci 8
An
> See CLE: 8.2.B
economic, ethical and
environmental factors
1.6
strongly influence,
3.4
3
and are influenced by,
4.3
8.3.B.b
the direction of
progress of science
and technology
b. Identify and describe
major scientific and
technological challenges to
society and their
ramifications for public
policy (e.g., global
warming, limitations to
fossil fuels, genetic
engineering of plants,
space and/or medical
research)
Integrated Skills:
354
Instructional
Strategies
Assessments
> See CLE: 8.2.B
> See CLE: 8.2.B
Mastery
Min. %
80%