Science Curriculum: High School Physical Science
Georgia Performance Standards: Year Curriculum Map
This is an adjusted document to be used by the teachers in the Bibb County Public School System to meet the state expectations for Physical Science. This map takes into
consideration assessment dates and non-student days of attendance as established by the Bibb County BOE. This map is designed to support the major concepts addressed in
the High School Physical Science Curriculum of the Georgia Performance Standards through the processes of inquiry. These units are written to be standalone units that
should be taught in the following sequence, but this DOES NOT mean that they should not be integrated one with another. Matter is the main idea embedded throughout the
course. Energy should be discussed in each unit as well. The length of each unit is a suggestion which may allow for 2-3 (+/-) days of flexibility. Unit days of instruction,
student practice/labs and assessments should be included.
[Domain] Chemistry:
[Domain] Chemistry: Atom
[Domain] Physics: Energy,
[Domain] Physics: Waves Electricity and Magnetism [25%]
Properties of Matter
and Atomic Theory and the
Force and Motion [25%]
[25%]
Periodic Table [25%]
Unit: Matter
Unit: Chemistry in Motion
Unit: Force and Motion
Unit: Charged
Unit: Waves
7 weeks [SPS1a, SPS2, SPS3a
5 weeks [SPS1b, SPS2b-e,
6 weeks [SPS8. SPS7a]
6 weeks [SPS10. SPS6]
5 weeks [SPS9]
& d, SPS4b, SPS5a & b]
SPS6a-e]
Atomic Structure
Trends in Periodic Table
Matter in Motion
Matter Properties
Waves
-Subatomic particles and
-Recognize that there are more -Speed
-insulators
-production of waves
properties SPS1a
than 100 elements on the
-conceptual examples of
-conductors
-types of waves [mechanical
-Distinguish between atoms and periodic table SPS1b
speed [no calculations]
Difference of Potential Energy
vs. electromagnet]
molecules
-locations of metals, nonmetals
-calculating speed
-purpose of voltage, resistance
Mechanical Waves
-Composition of nucleus SPS1a and metalloids SPS4a
-velocity
and voltage [units and symbols] -Longitudinal Waves
-protons
-atomic number, mass number -velocity vs. speed
-types of circuits [parallel and
-Transverse Waves
-neutrons
-calculating velocity
series]
-Impact of the state of matter
Electric Charge
-Composition of Electron Cloud Trends in Periodic Table due
-conceptual introduction of
-compare and contrast circuits
of waves
to valence electrons
acceleration (graphical)
-open and closed circuit
-parts of a wave
SPS1a
-electrons arrangement
-ions SPS4a
-current [resistance and voltage] -properties of a wave
Forces Acting of Matter
- Properties of elements and
-compare and contrast ionic
-Newton’s Laws
conceptually
[frequency and wavelength]
Isotopes SPS1a
and covalent bonds in terms of
-inertia
-calculating current, resistance
-sound waves [pitch, volume,
-Explain half life as it relates to
electron movement SPS1b
-relationship between force,
and voltage
Doppler effect]
radioactivity SPS3c
mass and acceleration [with
-conductor [force and friction]
-wave behavior [reflection,
Chemical Bonds
-Radioactivity SPS3a
-predict formulas for binary
calculations]
-induction
refraction, diffraction]
-alpha radiation
ionic compounds SPS2a
-action/reaction forces
-chemical cell [conductivity
-Echoes
-beta radiation
-use IUPAC nomenclature for
-balanced and unbalanced
through fluids]
-Wave interactions [wave
-gamma radiation
transition between chemical
forces
interference]
Induce Magnetic Fields
Differentiate between fusion and names and chemical formulas
-energy transformer
-wave speed [calculations]
Simple Machines
fission SPS3b
(binary ionic and covalent
-the purpose of simple
-motors, permanent magnets,
Electromagnetic Waves
Describe nuclear energy SPS3d
compounds) SPS2c
machines
electromagnets
-types
-practical application as an
Chemical Reactions (you can -types of simple machines
-contrast and compare
alternative source of energy
discuss chemical changes)
-calculating work and
-Usages [benefits]
-potential problems
-Demonstration conservation
mechanical advantage
-Hazards
of Matter SPS2d
Matter
Falling Objects
-Types of Matter SPS5a
-Apply the Law of
-Numerical value of
-solids, liquids, gases, plasma Conservation of Matter by
gravitational acceleration
-Properties of Matter
balancing chemical equations
-mass vs. weight
-conduction
SPS2e:
Power is not in standards
Science Curriculum: High School Physical Science
Georgia Performance Standards: Year Curriculum Map
This is an adjusted document to be used by the teachers in the Bibb County Public School System to meet the state expectations for Physical Science. This map takes into
consideration assessment dates and non-student days of attendance as established by the Bibb County BOE. This map is designed to support the major concepts addressed in
the High School Physical Science Curriculum of the Georgia Performance Standards through the processes of inquiry. These units are written to be standalone units that
should be taught in the following sequence, but this DOES NOT mean that they should not be integrated one with another. Matter is the main idea embedded throughout the
course. Energy should be discussed in each unit as well. The length of each unit is a suggestion which may allow for 2-3 (+/-) days of flexibility. Unit days of instruction,
student practice/labs and assessments should be included.
-density [calculate] SPS2a
-synthesis, -decomposition,
-volume
single replacement, double
-buoyancy
replacement
-matter vs. mass (gravitational
Properties of Matter (review
force)
mixtures vs. solutions vs.
-Phase Changes SPS4b
compounds) SPS6a-e
-Phases at room temperature
-Solubility [solvent and solute]
-Conservation of Matter
-Evaluate solubility curves
-Relate temperature, pressure
(graphical)
and volume of gases to the
-concentration
behavior of gases SPS5b
-compare and contrast the
properties of acids/bases
-[use of common household
substances as examples]
[Domain] Chemistry:
[Domain] Chemistry: Atom
[Domain] Physics: Energy,
[Domain] Physics: Waves Electricity and Magnetism [25%]
Properties of Matter
and Atomic Theory and the
Force and Motion [25%]
[25%]
Periodic Table [25%]
Unit: Energy [SPS7a]
Unit: Energy [SPS7a]
Unit: Energy [SPS7a]
Unit: Energy [SPS7a]
Unit: Energy [SPS7a]
-Explain energy transformations Energy in Bonding
-Difference in energy based on
-Energy in the force of voltage
-Energy in the amplitudes and
-Explain the relationship
-Kinetic and potential the
the amount of force exerted
-Kinetics energy varies with the frequencies of waves
between kinetic and potential
sustaining and release of bonds -Energy transformational
speed of electrical current
-Variation in energy in
energy
[kinetic to potential, potential to -open circuit results in potential electromagnetic waves
Determine the heat capacity
kinetic]
energy in circuits
-Energy in waves that relates
Flow of Energy in Phase
of an substance using mass,
-Reduction in energy input
to usages and hazards
Change
specific heat and
-Describe how energy can be
[applied force] while maintain
-Types of energy [i.e. light,
temperature
transferred by conduction,
work with the use of simple
thermal, sound, motion,
radiation and convection
machines
mechanical, electricity]
-energy transfer
-Explain energy
-Explain energy
-temperature as a characteristic
transformations
transformations
of internal energy
-Explain the relationship
-Energy Transfer
-removal or addition of thermal
between kinetic and potential
Flow of Energy in Phase
addition
energy
Change
-Types of energy [i.e. light,
-Describe how energy can be
Energy differentiation in
thermal, sound, motion,
ransferred by conduction,
Radiation
mechanical, electricity]
radiation and convection
Science Curriculum: High School Physical Science
Georgia Performance Standards: Year Curriculum Map
This is an adjusted document to be used by the teachers in the Bibb County Public School System to meet the state expectations for Physical Science. This map takes into
consideration assessment dates and non-student days of attendance as established by the Bibb County BOE. This map is designed to support the major concepts addressed in
the High School Physical Science Curriculum of the Georgia Performance Standards through the processes of inquiry. These units are written to be standalone units that
should be taught in the following sequence, but this DOES NOT mean that they should not be integrated one with another. Matter is the main idea embedded throughout the
course. Energy should be discussed in each unit as well. The length of each unit is a suggestion which may allow for 2-3 (+/-) days of flexibility. Unit days of instruction,
student practice/labs and assessments should be included.