Forest Grove High School
Physical Science – Credit by Proficiency
Unit: Science Skills (observations, developing questions, writing hypotheses)
Primary Standard:
SC.HS.SI.01
Secondary Standard(s): none
College Readiness Standard(s): A.1
2009 Science Standards: H.3S.1
Primary Standard:
Based on observations and scientific concepts, ask questions or form hypotheses that can be
answered or tested through scientific investigations.
Vocabulary
Hypothesize
Predict
Justify
Qualitative Observations
Quantitative Observations
Variable
Independent variable
Dependent variable
Infer
Big Concepts
Skills
Difference between
observation & inference
Make detailed quantitative
and qualitative observations
Asking testable questions
Brainstorm possible
questions
Use background information
to formulate a hypothesis
Evaluate questions for
testability
Write a hypothesis that
shows a testable cause and
effect relationship and cause
Explain predicted outcome
Rubric
Unit: Science Skills
Standard:
Based on observations and scientific concepts, ask questions or form hypotheses that can be
answered or tested through scientific investigations.
Level
6
5
4
3
2
1
Description
A) Provides a focused rationale for the investigation by using the most relevant
background science knowledge or preliminary observations.
N) Forms a question or hypothesis that focuses and defines an investigation of
scientific relationships (e.g., interaction, dependency, correlation, causation).
C) Expresses question or hypothesis along with the application of background
information clearly enough to suggest specific investigative procedures.
A) Provides background science knowledge or preliminary observations which
are connected to the investigation.
N) Forms a question or hypothesis that generally points toward an investigation
of scientific relationships (e.g., interaction, dependency, correlation, causation).
C) Expresses question or hypothesis along with the explanation of background
information clearly enough to imply a particular investigative design.
A) Provides background science knowledge or preliminary observations that are
relevant to the investigation.
N) Forms a question or hypothesis that can be answered or tested using data
gathered in a scientific investigation.
C) Expresses question or hypothesis along with the explanation of background
information clearly enough to imply an appropriate investigative approach.
A) Provides background science knowledge or preliminary observations that are
either irrelevant or incomplete.
N) Forms a question or hypothesis that can be investigated using data but not
directly answered or tested.
C) Expresses a question or hypothesis along with the explanation of background
information that is understandable, but does not imply a direction for an
investigation.
A) Provides background science knowledge or preliminary observations that are
inappropriate or substantially incorrect.
N) Forms a question or hypothesis that cannot be investigated using data.
C) Either question or hypothesis or background information is unclear.
A) States a question or hypothesis without supporting background information.
N) Forms a question or hypothesis that cannot be answered or tested.
C) Background information is not included.
[A= Application of Scientific Knowledge N= Nature of Scientific Inquiry C= Communication]
Proficiency
Mastery
100%
Exceeds
85%
Meets
70%
Nearly
Meets
60%
Developing
50-60%
<50%
Forest Grove High School
Physical Science – Credit by Proficiency
Unit: Science Skills (Designing a fair test and collecting/organizing/analyzing data)
Primary Standard:
SC.HS.SI.02, SC.HS.SI.03
Secondary Standard(s): none
College Readiness Standard(s): A.1
2009 Science Standards: H.3S.2, H.3S.3
Primary Standard:
Design a scientific investigation that provides sufficient data to answer a question or test a
hypothesis.
Collect, organize, and display sufficient data to facilitate scientific analysis and interpretation.
Vocabulary
Independent variable
Dependent variable
Control
Trials
Relationship
Direct/Indirect (inverse)
Constant/Changing
Graph
Data
Data table
Procedure
Line graph
Bar graph
Pie chart
Unit
Heading (labels)
Big Concepts
Skills
Scientific questions can be
answered through
experimentation
Design a lab
Scientific experiments
should be repeatable
Create a data table
(including headings and
units)
Experiments should provide
sufficient data to answer the
question
Data can be organized and
displayed in a number of
ways to facilitate
interpretation and analysis.
The more data (trials) the
more accurate the analysis
Write a detailed procedure
Choose, and create, the
appropriate graph (including
title, labels, units)
Rubric
Unit: Science Skills
Standard:
Design a scientific investigation that provides sufficient data to answer a question or test a
hypothesis.
Collect, organize, and display sufficient data to facilitate scientific analysis and interpretation.
Level
Description
Proficiency
6
A) Applies knowledge of scientific research and procedures to create or adapt a
design that is controlled, precise, safe, ethical, and consistent with accepted
scientific practice, Records accurate data consistent with complex procedures and deals
with anomalous data, as needed.
N) Presents a practical design that should provide reliable and valid data sufficient to
answer the question or test the hypothesis and to explain the relationship(s).
C) Communicates a unified (but flexible) design and logical, detailed procedures
that can be fully replicated anticipating possible need for adjustment, Creates precise
and thorough displays (e.g., tables), using appropriate units, in a logical and organized
fashion.
A) Applies scientific knowledge to create or adapt a design with precise, safe,
procedures, Records accurate data completely consistent with the planned procedure.
N) Presents a practical design that should provide data of sufficient quantity and
quality to answer the question or test the hypothesis and investigate possible
relationships.
C) Communicates a unified design and logical, detailed procedures that can be
reviewed, replicated, and revised, Creates thorough displays (e.g., tables) using
appropriate units, that are logical and organized.
A) Proposes scientifically logical, safe, and ethical procedures in a design with
only minor scientific errors, Records reasonable data consistent with the planned
procedure.
N) Presents a practical design that should provide data of sufficient quantity and
quality to answer the question or test the hypothesis (i.e., fair test).
C) Communicates an organized design and procedures that have enough detail
that they could be followed and revised, Creates displays (e.g., tables), using appropriate
units, that are logical and organized.
A) Proposes safe, ethical procedures in a design that contains some significant
scientific errors, Records reasonable data consistent with the planned procedure with
errors.
N) Presents a design that should provide relevant data but not sufficient to fully
answer the question or test the hypothesis.
C) Communicates a general plan and some procedures that can be followed, Creates
displays (e.g., tables) for communicating observations or measurements that are
understandable, but somewhat incomplete or disorganized.
A) Uses little scientific knowledge or does not consistently use reasonable, safe
procedures in a proposed design, Records data inconsistent with the procedure.
N) Presents a design that should provide data somewhat applicable to the
question or hypothesis.
C) Communicates a summary of a plan that generally can be followed, Creates displays
(e.g., tables) for communicating observations or measurements that are substantially
inaccurate, incomplete, or disorganized.
A) Uses minimal or incorrect scientific knowledge and unacceptable procedures
in a proposed design, Records data unrelated to the planned procedure.
N) Presents a design that will not provide applicable data, data is presented in a way that is
confusing or incorrect.
C) Communicates a plan that is unclear or illogical, does not display data.
Mastery
100%
5
4
3
2
1
[A= Application of Scientific Knowledge N= Nature of Scientific Inquiry C= Communication]
Exceeds
85%
Meets
70%
Nearly
Meets
60%
Developing
50-60%
<50%
Forest Grove High School
Physical Science – Credit by Proficiency
Unit: Science Skills (Analyzing and interpreting results)
Primary Standard:
SC.HS.SI.04
Secondary Standard(s): none
College Readiness Standard(s): A.1
2009 Science Standards: H.3S.4
Primary Standard:
Summarize and analyze data, evaluating sources of error or bias. Propose explanations that
are supported by data and knowledge of scientific terminology.
Vocabulary
Support
Summary
Errors
Big Concepts
Skills
Data that does not support
the hypothesis is still
valuable.
Identify reasonable errors
Conclusions have to be
based on our data and
interpretation of errors
Propose explanations based
on science content
Conclusions lead to more
testable questions
Summarize data
Based on data analysis,
determine if the hypothesis
is supported.
Propose questions for
further study
Rubric
Unit:
Standard:
Summarize and analyze data, evaluating sources of error or bias. Propose explanations that
are supported by data and knowledge of scientific terminology.
Level
6
5
4
3
2
1
Description
A) Apply scientific terminology or notation correctly to analyze and explain
relationship(s) investigated.
N) Analyzes and critiques the design and procedures in light of the results and
suggests insightful revisions or extensions.
C) Explicitly analyzes the results of the investigation to support conclusions that
address the question, hypothesis and relationship(s) investigated.
A) Uses scientific terminology or notation with minimal errors to report results,
discuss relationships, and propose explanations.
N) Provides evidence that the design, procedures, and results have been
reviewed to identify important limitations and sources of error, suggesting
design improvements when appropriate.
C) Explicitly analyzes the results of the investigation to support conclusions that
address the question or hypothesis and any relationships discovered.
A) Uses scientific terminology with minimal errors to report results, identify
patterns, and propose explanations.
N) Provides evidence that the design, procedures, and results have been
reviewed to identify some obvious limitations or sources of error.
C) Explicitly uses the results of the investigation to support conclusions that
address the question or hypothesis.
A) Uses scientific terminology, with some significant errors, to report results, identify
patterns and propose explanations.
N) Provides evidence that the design, procedures, and results have been reviewed but
deals with errors and limitations in a trivial or illogical manner.
C) Develops conclusions related to the question or hypothesis, but support from
the investigation is either incomplete or not explicit.
A) Uses scientific terminology incorrectly to report results, identify patterns or propose
explanations.
N) Provides minimal evidence that the design, procedures, results have been reviewed.
C) Presents interpretations or conclusions that are not clearly related to the
question or hypothesis or supported by the results.
A) Does not clearly explain results or use scientific knowledge correctly.
N) Does not provide evidence that the design or procedures have been reviewed.
C) Does not present any interpretations.
[A= Application of Scientific Knowledge N= Nature of Scientific Inquiry C= Communication]
Proficiency
Mastery
100%
Exceeds
85%
Meets
70%
Nearly
Meets
60%
Developing
50-60%
<50%
Forest Grove High School
Physical Science – Credit by Proficiency
Unit: Newton’s Laws
Primary Standard:
SC.HS.PS.03.03
Secondary Standard(s): SC.HS.PS.03.01, SC.HS.PS.03.02,
College Readiness Standard(s): B.1, I.1, J.1, J.3
2009 Science Standards: H.2P.4
Primary Standard:
Describe the forces acting on an object, based on the motion of the object
Secondary Standards:
Understand and apply the relationship F=ma in situations in which one force acts on an object
Recognize that equal and opposite force3s occur when one object exerts a force on another
Vocabulary
Force
Motion
Acceleration
Mass
Action
Reaction
Unbalanced force
Net force
Balanced force
N
Kg
m/s2
velocity
constant velocity
Big Concepts
Unbalanced forces cause
acceleration
Skills
Calculate F=ma
Measure forces
The amount of mass and
force affect the acceleration
of an object
Identify units as they apply
to variables
For every action there is an
equal and opposite reaction
Interpret a diagram to
determine net force
Predict motion based on
given information
Rubric
Unit: Newton’s Laws
Standard:
Identify units to calculate F=ma, identify reaction forces, interpret and create diagrams, and be
able to predict motion of an object based on given information.
Level
Description
Proficiency
4
Students will be able to do all of the below items AND students
will be able to draw a free body diagram based on given
information.
Mastery
+ 10%
3
Students will be able to do all of the below items AND students
will be able to manipulate the F=ma equation to solve for all
variables, recognize the affect of a change in mass or a change
of force will have on acceleration, correctly identify
action/reaction pairs.
Students will be able to identity units for force, mass, and
acceleration and correctly solve F=ma problems. Using a
diagram students will be able to predict the motion of an
object.
Exceeds
+15%
Students will be able to identify units and solve F=ma with less
than 100% accuracy.
Developing
<70%
2
1
Meets
75%
Forest Grove High School
Physical Science – Credit by Proficiency
Unit: Gravity
Primary Standard:
SC.HS.PS.04.01
Secondary Standard(s): none
College Readiness Standard(s): C.1
2009 Science Standards: H.2P.4
Primary Standard:
Describe the relationship of mass and distance to gravitational force.
Vocabulary
Gravitational force
Gravitational acceleration
Mass
Distance
Force
Newtons (N)
Kilogram (kg)
m/s2
Weight
Big Concepts
Earth’s gravitational
constant is 9.8 m/s2
Every object (mass) exerts a
force on every other object
Gravitational force between
objects depends on mass
and distance.
Weight vs. mass
Skills
Calculate the force (weight)
due to gravity given mass
and acceleration
Interpret a diagram to
determine gravitational
force
Predict changes in
gravitational force based on
changes in distance and
mass
Rubric
Unit: Gravity
Standard:
Recognize that gravity is a universal force, interpret a diagram to determine the gravitational
force, predict changes in gravitational force given changes in distance and mass.
Level
Description
Proficiency
3
Students will be able to do all of the below items AND be able
to quantify the relationship between mass, distance and force
(inverse square law)
Students will be able to interpret a diagram to determine
gravitational force, recognize that gravitational force is 9.8
m/s2 on Earth, recognize the relationship between the force of
gravity, mass and distance, calculate the force (weight) given
mass and acceleration
Students recognize that there is gravitational force between all
objects (masses).
Mastery
+ 25%
2
1
Meets
75%
Developing
<75%
Forest Grove High School
Physical Science – Credit by Proficiency
Unit: Energy
Primary Standard:
SC.HS.PS.06.04
Secondary Standard(s): SC.HS.PS.06.01, SC.HS.PS.06.02, SC.HS.PS.06.03
College Readiness Standard(s): A.2, A.4, A.5
2009 Science Standards: H.2P.3
Primary Standard:
Analyze the flow of energy through a system by applying the law of conservation
Secondary Standards:
Recognize that heat energy is a by-product of most energy transformations
Describe ways in which energy can be transferred, including chemical reactions, nuclear
reaction and light waves
Explain the difference between potential and kinetic energy
Vocabulary
Energy
Work
Joules
Power
Watts
Conservation
Potential energy
Elastic
Chemical
Gravitational
Nuclear
Kinetic energy
Mechanical energy
Heat
Friction
Big Concepts
Skills
There are many forms of
energy
Identify and label the types
of energy
Energy can be transferred
from one form to another
Describe how energy is
transferred
Energy is conserved
Calculate kinetic and
gravitational potential
energy
Kinetic energy = energy of
moving things
Potential energy = stored
energy
Energy is the ability to do
work
Understand the relationship
between variables when
calculating potential and
kinetic energy
P = W/t
Identify, in a diagram,
relative amounts of PE and
KE
W=Fxd
Calculate power
Rubric
Unit: Energy
Standard: Identify potential energy & kinetic energy and the different types of energy.
Describe how energy is transferred and conserved. Calculate GPE & KE and describe how a
change in variables affect a change in GPE and KE. Calculate Work and Power
Level
Description
4
Students will be able to do all of the below items AND Apply
concepts/equations to a problem that includes multiple steps.
Calculate kinetic energy. Write a lab report that illustrates a
complete understanding of the material.
Students will be able to do all of the below items AND Describe
a scenario where energy is conserved.
Students will be able to identify the type of energy an object
has (potential energy and kinetic energy and forms). Describe
energy transfer. Calculate Gravitational potential energy and
describe how a change in variables will affect kinetic energy.
Calculate Power and Work. Apply the principal of Conservation
of energy to a given scenario.
Students may be able to …identify the type of energy an object
has (potential energy and kinetic energy and forms). Describe
energy transfer. Calculate Gravitational potential energy and
describe how a change in variables will affect kinetic energy.
Calculate Power and Work. Apply the principal of Conservation
of energy to a given scenario…. with errors.
3
2
1
Proficiency
Mastery
+15%
Exceeds
+15%
Meets
70%
Developing
< 70%
Forest Grove High School
Physical Science – Credit by Proficiency
Unit: Waves
Primary Standard:
SC.HS.PS. 05.02
Secondary Standard(s): none
College Readiness Standard(s): B.2 and B.3
2009 Science Standards: H.2P.3
Primary Standard:
Apply the concepts of frequency, wavelength, amplitude and energy to electromagnetic and
mechanical waves
Recognize that waves of all kids have energy that can be transferred when the waves interact
with matter
Vocabulary
Big Concepts
Energy
Medium
Frequency
Wavelength
Amplitude
Electromagnetic
Mechanical
Transverse
Longitudinal/compressional
Crest
Trough
Compression
Rarefaction
Oscillation
Propagation
Interference
Constructive/destructive
Diffraction
Reflection
Refraction
Vibrations are the source of
all waves
Draw and label transverse
and longitudinal waves
Energy moves in waves
Give an example of
electromagnetic and
mechanical waves
Mechanical waves require a
medium
In mechanical waves an
increase in energy results in
an increase in the amplitude
Wave velocity comes from
the medium, frequency from
the source
Skills
Describe the types of wave
interactions
Rubric
Unit: Waves
Standard:
Draw and label a transverse and longitudinal wave, identify different types of transverse and
longitudinal waves, describe the relationship between energy and amplitude, determine
frequency, identify the universal wave equation ( v = freq. x wavelength), identify and
describe the types of wave interactions
Level
Description
Proficiency
3
Students will be able to do all of the below items AND use the v
= freq. x wavelength to solve for all variable, predict
constructive and destructive interference, identify and describe
the different types of wave interactions
Students will be able to compare and contrast longitudinal vs.
transverse waves, give an example of a longitudinal and
transverse wave, describe the relationship between energy and
amplitude (oscillation), determine frequency, solve v=freq. x
wavelength problems for velocity, define reflection – refraction
- diffraction
Mastery
+20 %
2
Meets
80%
1
Students will be able to draw and label a transverse and
longitudinal wave with several errors.
Forest Grove High School
Physical Science – Credit by Proficiency
Unit: Atomic Structure
Primary Standard:
SC.HS.PS. 01.01
Secondary Standard(s): SC.HS.PS.01.03
College Readiness Standard(s): B.1
2009 Science Standards:
Developing
< 80%
Rubric
Unit: Atomic Structure
Standard:
Explain atoms and their base components (protons, electrons, neutrons) as a basis of all
matter
Primary Standard:
Explain atoms and their base components (protons, electrons, neutrons) as a basis of all
matter
Secondary Standard:
Recognize that the historical development of atomic theory demonstrates how scientific
knowledge changes over time, and how those changes have had an impact on society
Vocabulary
Element
Atom
Nucleus
Electron cloud
Proton
Neutron
Electron
Charge
Atomic number
Atomic mass number
Energy levels/orbitals
Ions
Isotopes
Atomic theory
Democritus
Dalton
JJ. Thompson
Rutherford
Bohr
Big Concepts
Skills
Components of atom and
properties
Find the mass number and
atomic number
Knowledge of atomic
structure has changed over
time
Draw and label an atom
The number of protons an
atom has determine which
element it is
The atomic number and
atomic mass number can be
used to determine the
number of subatomic
particles
Differentiate between
atoms, ions and isotopes
Describe how the model of
the atom has changed over
time
Level
Description
Proficiency
3
Students will be able to do all of the items below + describe the
structure of an atom (nucleus, electron cloud, scale), identify
isotope and ion, identify the scientists that have contributed to
our understanding of atomic structure and their contributions,
explain Rutherford’s experiment.
Students will be able to draw and label an atom, state the basic
properties of the subatomic particles, explain how our
knowledge of the structure of the atom has changed over time,
equate protons, neutrons, and electrons to atomic number,
atomic mass, and charge.
Mastery
+30 %
Students may be able to draw and label an atom, state the
basic properties of the subatomic particles, explain how our
knowledge of the structure of the atom has changed over time,
equate protons, neutrons, and electrons to atomic number,
atomic mass, and charge, but there will be errors
Developing
<70%
2
1
Forest Grove High School
Physical Science – Credit by Proficiency
Meets
70%
Rubric
Unit: Periodic table
Standard:
Read and interpret the periodic table, recognizing the relationship of the chemical and
physical properties of the elements to their position on the periodic table
Unit: Periodic Table
Primary Standard:
SC.HS.PS. 01.02
Secondary Standard(s): none
College Readiness Standard(s): A.3
2009 Science Standards: H.1P.1
Primary Standard:
Read and interpret the periodic table, recognizing the relationship of the chemical and
physical properties of the elements to their position on the periodic table
Vocabulary
Family
Period
Alkali metals
Alkaline earth metals
Transition
Halogens
Noble gases
Metals
Nonmetals
Metalloids
Valence electrons/
oxidation #
Mendeleev
Big Concepts
Elements in the periodic
table are grouped by their
properties
Elements in a family have
the same number of valence
electrons, which will control
how easily it is able to react
with other atoms
Skills
Label the families (groups)
on the periodic table
Read the periodic table to
obtain information about
the elements
Describe the pattern in
valence electrons/oxidation
numbers
Level
Description
Proficiency
3
Students will be able to do all of the items below + identify the
oxidation number/valence electrons and explain why elements
are reactive or nonreactive, explain how the periodic table is
set up the way it is, recognize the physical properties of the
families and groups in the periodic table.
Students will be able to label families and regions of the
periodic table, differentiate between metal, nonmetal and
metalloid, determine whether an element is a metal, nonmetal
or metalloid
Mastery
+30 %
Students may be able to label families and regions of the
periodic table, differentiate between metal, nonmetal and
metalloid, determine whether an element is a metal, nonmetal
or metalloid but with significant errors.
Developing
< 70%
2
1
Forest Grove High School
Physical Science – Credit by Proficiency
Unit: Bonding
Meets
70%
Primary Standard:
Secondary Standard(s): none
College Readiness Standard(s): B, C.1
2009 Science Standards: H.1P.2
Primary Standard (2009):
Vocabulary
Octet rule
Ion
Anion
Cation
Oxidation #
Electron transfer
Compound
Valence
Covalent
Ionic
Molecule
Electron sharing
Polyatomic ion
Lewis Dot structure
Chemical formula
Chemical name
Big Concepts
Skills
A compound is a pure substance
with unique physical properties
Predict oxidation number for
a given element
Ionic bonds are formed when
electrons are transferred and
oppositely charged ions attract
Write a compound and
name for a given
combination of elements
Covalent bonds form when atoms
share electrons
Determine whether a given
atom will become an anion
or cation
Molecules describe units of a
compound
Atoms bond covalently to satisfy the
octet rule
Anions are formed when atoms gain
electrons
Cations are formed when atoms lose
electrons
Diagram chemical bonding
Rubric
Standard:
Level
Unit: Bonding
Description
Proficiency
4
Students will be able to do all of the items below AND predict
multiple bonds in covalent components.
Mastery
+15 %
3
Students will be able to do all of the items below AND diagram
a chemical bond (ionic and/or covalent) using lewis dot
structure, identify polyatomic ions, correctly name and write
compound formulas using polyatomic ions.
Students will be able to correctly name a compound, predict
the oxidation number for a given element, correctly write the
formula for a given combination of elements, define anion and
cation, differentiate between ionic and covalent bonds, draw a
lewis dot diagram of a given element.
Exceeds
+15%
Students may be able to correctly name a compound, predict
the oxidation number for a given element, correctly write the
formula for a given combination of elements, define anion and
cation, differentiate between ionic and covalent bonds, draw a
lewis dot diagram of a given element but will have errors.
Developing
< 70%
2
1
Forest Grove High School
Meets
70%
Physical Science – Credit by Proficiency
Unit: Chemical Reactions (Chemical Equations)
Primary Standard:
SC.HS.PS.
Secondary Standard(s): none
College Readiness Standard(s): B.2 and B.3
2009 Science Standards: H.2P.3
Rubric
Standard:
Level
Unit: Chemical Reactions
Description
Proficiency
4
Students will be able to do all of the items below AND name
the types of chemical reactions.
Mastery
+15 %
3
Students will be able to do all of the items below AND explain
whether a reaction is exothermic or endothermic, identify
reactants and products and balance an equation from a given
demonstration.
Students will be able to correctly count the atoms in a chemical
reaction, balance a chemical reaction, identify products and
reactants, identify ways to change the rate of reaction
Exceeds
+ 15 %
2
1
Students may be able to correctly count the atoms in a
chemical reaction, balance a chemical reaction, identify
products and reactants, identify ways to change the rate of
reaction BUT will do them with significant errors
Meets
70%
Developing
< 70%
Primary Standard:
Vocabulary
Conservation of mass
Coefficient
Subscript
Product
Reactant
Balanced
Unbalanced
Catalyst
Reaction rate
*exothermic
*endothermic
*inhibitor
Big Concepts
Skills
There is conservation of mass in
a chemical reaction
Balance a chemical reaction
Reactants recombine to form
products
Identify reactants and
products in a chemical
reaction
Different factors affect the rate
of a chemical reaction
Identify ways to change the
rate of a chemical reaction
Understand the meaning of
coefficient and subscripts in a
chemical reaction