Student Learning Goals for Introduction to Physics Grade 7
Peabody
School
In Introduction to Physics, students will study energy and motion, seeking to
uncover and describe the governing laws of our universe. This course aims to
provide students with a strong foundation of these essential concepts necessary for
future studies in science. A key sub-component of this course is the emphasis on
applied engineering. Using obtained knowledge and understanding, students design,
create, test, and modify objects and systems that illustrate and reinforce fundamental
concepts. Laboratory activities promote learning through investigation and help
develop an appreciation of the need for precision, critical analysis, and informed
decision-making.
Major Topics of
Study
Differentiation
Instruction is characterized by variations in:
*Content, *Open-ended tasks,*Pacing, *Complexity of thought, *Student choice, *Product outcomes
Knowledge
Skills
The Nature of Science
Throughout the year, the
Motion and Forces
Motion and Forces
following principles
Students will measure and
Students will:
regarding the nature of
describe:
 Describe and interpret the motion of
science itself will be
 Motion: graphing, speed,
bodies using language, numeric
introduced and
velocity, and acceleration
quantities, and graphs
 Forces in motion: basic
 Understand the relative nature of motion reinforced both
implicitly and explicitly:
forces, momentum,
(frame of reference)
conservation of momentum,  Describe any single event in terms of all
 Science seeks to
free-fall, projectile motion,
three of Newton’s Laws
explain the natural
and Newton’s laws
 Explain the relationship between freeworld and its
 Forces in fluids:
fall, projectile motion, and orbital
explanations are
Archimedes, Pascal and
motion
tested using evidence
Hydraulics, and Bernoulli
 Use fluid force principles to explain
from the natural
various applications (hydraulics,
world
Work, Machines, and Energy
floating, flying, etc.)
 Scientific knowledge
Students will understand:
is based on
 Work and power
Work, Machines, and Energy
observational and
 Machines
Students will:
inferential evidence
 Mechanical advantage
 Describe a situation/object in terms of

Scientific claims are
work and power
 Simple machines: wedge,
subject to peer
lever, screw, inclined plane,  Identify simple machines and explain
review and
pulley, wheel & axle
their uses
replication
 Compound machines
 Analyze a compound machine,
 There is no such
describing the specific role of each
 Kinetic and potential
thing as “The
component in terms of work, force
energy
Scientific Method”
magnitude, and force direction
 Sub-classes of energy:
 Scientific
 Identify and give examples of different
thermal, chemical,
conclusions are
kinds of energy
electrical, sound,
reliable, but tentative
 Compare and contrast different kinds of
electromagnetic, and
 Science is not
nuclear
energy
democratic
 Conservation of energy
 Relate conservation of energy to any
 Science is nongiven system, describing the energy
 Energy conversions
dogmatic
conversions involved
 Energy resources
 Science cannot make
 Research and defend the use of a given
Electricity
Students will understand:
 Electric charge
 Static electricity
 Cells and batteries
 Current electricity: voltage,
current, and resistance
 Basic circuits: series,
parallel, household circuits,
and safety
 Electromagnetism:
magnets, solenoids,
electromagnets, electric
motors, induction,
generators, and
transformers
Waves, Sound, and Light
Students will understand:
 Energy of waves: nature of
waves and medium
 Anatomy of a wave:
longitudinal, transverse,
frequency, amplitude, and
wavelength
 Wave interactions:
reflection, refraction, and
diffraction
 Sound and the human ear
 Properties of sound
 Applications: sonar,
echolocation, and
ultrasound
 Refraction and the human
eye, electromagnetic
spectrum, Light, and color
energy resource in a specific context
Electricity
Students will:
 Compare and contrast current and static
electricity
 Relate the manner in which electricity is
created to the type of electricity (static,
alternating current, and direct current)
 Predict the flow of electricity, given a
circuit diagram
 Describe some practical uses of
electromagnets
 Relate electromagnetic induction to
electricity generation and
transformation
Waves, Sound, and Light
Students will:
 Compare and contrast sound waves and
light waves
 Illustrate the relationship between the
shape of a given wave with the behavior
of said wave
 Predict the possible outcome of wave
interactions
 Relate the anatomy of the human ear to
the nature of sound waves
 Relate the anatomy of the human eye to
the nature of light waves
 Identify and give examples of different
forms of electromagnetic waves
 Compare and contrast light colors and
pigments


moral or aesthetic
decisions
Science is designed
to try to remove
human bias, though
this is ultimately
impossible.
Science is affected
by the cultural
context in which it is
practiced
Applied Engineering
Informed design,
controlled testing, and
targeted modification
followed by further
testing in the following
contexts:
 Design, construct,
and test catapults to
correlate with the
‘Motion and Forces’
unit
 Create Rube
Goldberg machines
comprised of at least
5 simple machines to
correlate with the
‘Work, Machines,
and Energy’ unit
 Create solar ovens to
correlate with the
‘Energy’ and
‘Waves’ units