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High School Physics
Curriculum Essentials
Document
Boulder Valley School District
Department of Curriculum and Instruction
May 2012
4/3/2012 BVSD Curriculum Essentials 2
Introduction
Science Curriculum Essentials in BVSD
In 2009, the Colorado Department of Education published the most recent version of the Colorado
Academic Standards.
This revision of the Boulder Valley School District Science Curriculum had three main goals:
align with the revised Colorado Academic Standards
maintain unique elements of our BVSD curriculum that reach beyond the standards
maintain a viable list of concepts and skills that students should master in each grade level or course
Inquiry
A new organizational feature of the Colorado Academic Standards is the integration of science inquiry
skills with specific scientific concepts. Instead of having a separate standard for inquiry, the skills
associated with the process of scientific inquiry are embedded in the Evidence Outcomes for each Grade
Level Expectation. In addition, the nature and history of science has been integrated into the Grade Level
Expectations under “Nature of the Discipline”. This approach is echoed by the Framework for K-12
Science Education: Practices, Crosscutting Concepts, and Core Ideas which states that the skills or
practices of inquiry and the core ideas “must be woven together in standards, curricula, instruction, and
assessments.”
Scientific inquiry remains a central focus of the revised BVSD Science Curriculum Essentials Documents.
The following definition from the National Science Education. Standards serves as the basis for our
common understanding of how scientific inquiry is defined.
Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose
explanations based on the evidence derived from their work. Inquiry also refers to the activities of
students in which they develop knowledge and understanding of scientific ideas, as well as an
understanding of how scientists study the natural world.
The following points serve to clarify the vision of what inquiry means in BVSD.
Inquiry involves five essential features, which are heavily integrated into the wording of Evidence
Outcomes in the Colorado Academic Standards. Students engaged in scientific inquiry should
ask or respond to scientifically oriented questions
give priority to evidence
formulate explanations based on evidence
connect explanations to scientific knowledge
communicate and justify explanations
(Inquiry and the National Science Education Standards).
Inquiry based science instruction involves a continuum of learning experiences from teacher-led to learner
self-directed activities, including but not limited to hand-on labs. Hence, both a structured assignment
involving reading and written reflection and an open-ended, hands-on investigation could be considered
inquiry as long as they involve the five essential features identified above.
The ultimate goals of inquiry-based instruction are to engage learners, develop their conceptual
understanding of the natural world around them, and to overcome misconceptions in science.
Inquiry-based activities should balance students’ application of content knowledge, creativity and critical
thinking in order to analyze data, solve a problem or address a unique question.
4/3/2012 BVSD Curriculum Essentials 3
High School Physics Overview
Course Description
This course helps students understand the basic
physical laws of our world. The course includes:
scientific methods and measurement, forces,
motion, energy, light, waves, electricity and
magnetism. Laboratory work serves to promote
understanding
and to illustrate the experimental nature of
physics. Mathematics is used every day in this
course
Topics at a Glance
• Framework of Science
• Waves and Sound
• 1-D and 2-D Kinematics
• Electrostatics and DC Circuits
• Forces and Gravitation
• Magnetism
• Work, Energy and Momentum
• Optics
Assessments
Science ACT
Teacher-created assessments
4/3/2012 BVSD Curriculum Essentials 4
1. Physical Science
Students know and understand common properties, forms and changes in matter and energy.
Prepared Graduates
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Physical Science standard:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion,
acknowledging the limitations of their application to very small or very fast objects
Apply an understanding of atomic and molecular structure to explain the properties of
matter, and predict outcomes of chemical and nuclear reactions
Apply an understanding that energy exists in various forms, and its transformation and
conservation occur in processes that are predictable and measurable
Engage in scientific inquiry by asking or responding to scientifically oriented questions,
collecting and analyzing data, giving priority to evidence, formulating explanations
based on evidence, connecting explanations to scientific knowledge, and communicating
and justifying explanations.
4/3/2012 BVSD Curriculum Essentials 5
Content Area: Science - High School Physics
Standard: 1. Physical Science
Prepared Graduates:
Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority to
evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and
justifying explanations.
Grade Level Expectation
Concepts and skills students master:
1. Scientists design and conduct scientific investigations; identify major sources of error or uncertainty within an investigation (e.g.,
particular measuring devices and experimental procedures); and communicate and evaluate scientific thinking that leads to
particular conclusions
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Create and defend a written plan of action for a
controlled experiment
b. Identify the independent and dependent variables in a
scientific investigation
c. Attempt to keep all conditions other than the
independent variable constant, while monitoring
variables that cannot be held constant
d. Select and use the appropriate observation or
measurement technique
e. Select and use appropriate technologies to gather,
process, and analyze data
f. Record qualitative and quantitative observations
Describe how different types of technologies are used in
scientific investigations
g. Identify when error has been introduced into a
scientific investigation because certain variables are
not controlled or more than one variable is changed
h. Describe ways of minimizing experimental errors in a
scientific investigation
i. Distinguish between error, uncertainty, and mistakes
j. Calculate percent error
k. Summarize data effectively using graphs and tables
l. Identify and use evidence to support a particular
conclusion
m. Write a conclusion that links the question being
investigated to the evidence collected during the
investigation
n. Identify and explain whether or not a conclusion is
Inquiry Questions:
1. What elements of design are critical in conducting a scientific
investigation?
2. How do we know whether scientific data are accurate?
3. How do we know whether the conclusions of a scientific
investigation are valid?
Relevance and Application:
1. Most great discoveries and advancements in science have been
made through conducting proper investigations; for instance the
discovery of the structure of the atom and the discovery of
Kepler’s Laws.
2. Human beings, whether scientists or not, are often engaged in
trying to understand a problem or puzzle for which they can
employ the principles of scientific investigations.
Nature of Discipline:
1. Use an inquiry approach to answer a testable question about an
application of Newton’s laws of motion.
2. Share experimental data, respectfully discuss conflicting results,
and analyze ways to minimize error and uncertainty in
measurement.
3. Differentiate between the use of the terms “law” and “theory” as
they are defined and used in science compared to how they are
used in other disciplines or common use.
4. Use technology to perform calculations and to organize, analyze
and report data.
4/3/2012 BVSD Curriculum Essentials 6
aligned with the testable question and the scientific
investigation that was conducted
o. Explain how conclusions and models from previous
scientific investigations might be revised based on new
evidence
4/3/2012 BVSD Curriculum Essentials 7
Content Area: Science - High School Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Grade Level Expectation: High School Physics
Concepts and skills students master:
2. Newton’s laws of motion describe and explain the motion of objects – but have limitations
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. States Newton’s 1st and 3rd Laws and gives examples
from the real world illustrating them
b. Understands the concept of force as a vector and
identifies all the forces acting on a chosen body
c. Writes and solves Newton’s 2nd Law to describe the
motion of bodies in one and two dimensions
Inquiry Questions:
1. How do forces explain motion
2. How do Newton’s three laws work together and not
independently?
Relevance and Application:
1. Newton's laws are used in a variety of design processes such
as vehicle safety, aerospace, bridge design and interplanetary
probes.
2. An understanding of forces leads to safer building designs
such as earthquake-safe buildings.
3. Forces present in the earth lead to plate tectonics.
Nature of Discipline:
1. Use an inquiry approach to answer a testable question about
an application of Newton’s laws of motion.
2. Share experimental data, respectfully discuss conflicting
results, and analyze ways to minimize error and uncertainty in
measurement.
3. Differentiate between the use of the terms “law” and “theory”
as they are defined and used in science compared to how they
are used in other disciplines or common use.
4. Use technology to perform calculations and to organize,
analyze and report data.
4/3/2012 BVSD Curriculum Essentials 8
Content Area: Science - High School Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Grade Level Expectation
Concepts and skills students master:
3. Linear and two‐dimensional motion, including projectile motion, can be described mathematically.
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Define and demonstrate an understanding of position,
velocity, and
acceleration in one dimension
b. Construct velocity versus time graphs depicting real
motions, and interpret
acceleration versus time graphs and position versus
time graphs
c. Write and solve the equations of one‐dimensional
motion with constant
accelerations
d. Compare and contrast scalar and vector quantities:
speed & velocity and
distance & displacement
e. Use vector diagrams to analyze problems involving
vector quantities
f. Be able to solve projectile motion problems
g. Extension: Understand vector problems involving
relative velocity
Inquiry Questions:
1. How can we describe patterns of motion?
2. What is the difference between velocity and acceleration?
3. When and how do we use two-dimensional vectors?
Relevance and Application:
1. The design and operation of factory assembly lines involves
application of motion concepts.
2. Vehicle flow systems rely on employment of motion equations.
3. Ballistic trajectory applications rely on a knowledge of projectile
motion.
Nature of Discipline:
4/3/2012 BVSD Curriculum Essentials 9
Content Area: Science - High School Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Grade Level Expectation
Concepts and skills students master:
4. Newton’s laws of motion and gravitation apply to circular motion. These laws describe the relationships among forces acting on
and between objects, their masses, and changes in their motion – but have limitations.
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Understand the basic history of the models of the Solar
System
b. Define and describe uniform circular motion intuitively
and mathematically
c. State the Universal Law of Gravitation and use it to
describe and analyze circular orbits
d. Understand the forces present that cause objects to
move in a circular motion
e. Understand how Kepler’s 3rd law relates the radius of
orbit to the period of orbit
Inquiry Questions:
1. How do we describe patterns of motion using centripetal
forces?
2. How can central forces explain the motion of the planets in
our Solar System?
Relevance and Application:
1. Newton's laws are used in a variety of design processes such
as vehicle safety, aerospace, bridge design and interplanetary
probes.
2. An understanding of central forces leads to our understanding
of the Universe and space exploration.
3. Satellites and their orbits are important to communication
and GPS.
Nature of Discipline:
1. Use an inquiry approach to answer a testable question about
an application of circular motion.
2. Share experimental data, respectfully discuss conflicting
results, and analyze ways to minimize error and uncertainty
in measurement.
3. Use technology to perform calculations and to organize,
analyze and report data.
4/3/2012 BVSD Curriculum Essentials 10
Content Area: Science - High School Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Apply an understanding of atomic and molecular structure to explain the properties of matter
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that
are predictable and measurable
Grade Level Expectation
Concepts and skills students master:
5. The 1st and 2nd right hand rules can be used to describe magnetic phenomenon.
The Earth’s magnetic field effects a compass needle in a predictable pattern.
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Use the 1st and 2nd right hand rules to describe
magnetic field and magnetic force
b. Explain how the magnetic force causes motors to spin
c. Describe why generators create AC current using
magnetic principles
d. Extension: Show that the magnetic force on a
charged particle moving across a magnetic field
causes circular motion
e. Extension: Write and solve the equations to find
the mass of a particle which has passed through
a mass spectrograph
f. Extension: Understand the reasons for using AC
power in our homes, and the importance of
transformers for transmitting electrical power
Inquiry Questions:
1. How are electric forces and magnetic forces similar?
2. How are electric forces and magnetic forces different?
Relevance and Application:
1. Generators use magnetic flux to create alternating current
2. Mass spectrometers utilize magnetic force to separate
isotopes of an element
3. The Earth’s magnetic field is important for the movement
of charged particles from the sun as well as navigation
Nature of Discipline:
1. Use an inquiry approach to answer a testable question
about an application of the motion of charged particles in a
magnetic field
2. Discuss the difference between a field and a force
3. Use technology to perform calculations and to organize,
analyze and report data.
4/3/2012 BVSD Curriculum Essentials 11
Content Area: Science - High School Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that
are predictable and measurable
Grade Level Expectation
Concepts and skills students master:
6. Coulomb’s law describes the forces between charged particles given their position and charge
Ohm’s law applied to parallel and series circuits can be used to describe the voltage and current of individual components
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Explain the basic phenomena of “static electricity”
using the principles of attraction and repulsion of
charged particles
b. Define and show an understanding of electric force
and electric potential for stationary point charges
c. Describe and define the potential difference
mathematically and using gravitational parallels
d. Use Ohm’s Law to describe DC circuits with
combinations of resistors in series and parallel
e. Extension: Find the energy and speed of a
charged particle which has fallen through a
potential difference
Inquiry Questions:
1. How does Coulomb’s Law resemble Newton’s Law of
Gravity?
2. What is the difference between series and parallel
combinations? What is the difference in voltage and
current in each combination?
Relevance and Application:
1. Electric devices are powered using the understanding of
electricity
2. Transfer of energy through power lines is currently how
our buildings gain energy from power plants
3. Combination of components in AC and DC circuits can be
used to create many different practical electronic devices
Nature of Discipline:
1. Use an inquiry approach to answer a testable question
about an application of circuit laws for both electric
potential and current
2. Share experimental data, respectfully discuss conflicting
results, and analyze ways to minimize error and
uncertainty in measurement.
3. Use technology to perform calculations and to organize,
analyze and report data.
4/3/2012 BVSD Curriculum Essentials 12
Content Area: Science - High School Physics
Standard: 1. Physical Science
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of
their application to very small or very fast objects
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that
are predictable and measurable
Grade Level Expectation
Concepts and skills students master:
7. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be
quantified and experimentally determined
When energy changes form, it is neither created nor destroyed; however, because some is necessarily lost as heat, the
amount of energy available to do work decreases
Momentum is conserved, and is transferred by impulse
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Define and describe basic forms of energy such as
kinetic energy, gravitational potential energy, thermal
energy, elastic potential energy, and work
b. Identify the forms of energy within a simple closed
system
c. Extension: Understand the behavior of ideal
springs and how springs cause Simple Harmonic
Motion
d. Write and solve the equation of energy conservation
for a simple closed system
e. Understand the relationship between force, time,
impulse, and momentum
f. Write and solve the equations for conservation of
linear momentum within a closed system in one and
two dimensions
g. Extension: Find the center of mass of a body or
system and describe the motion of the center of
mass
Inquiry Questions:
1. How is energy used in modern machines?
2. How can we maximize efficiency when changing from
one type of energy to a different type?
Relevance and Application:
1. Changes in forms of energy are utilized in many
mechanical devices. The type of energy used depends
on the design of the device
2. Conservation of momentum in collisions is important to
improving safety in modern transportation
Nature of Discipline:
1. Use an inquiry approach to answer a testable question
about an application of Conservation of Energy and
Momentum.
2. Share experimental data, respectfully discuss conflicting
results, and analyze ways to minimize error and
uncertainty in measurement.
3. Use technology to perform calculations and to organize,
analyze and report data.
4/3/2012 BVSD Curriculum Essentials 13
Content Area: Science - High School Physics
Standard: 1. Physical Science
Prepared Graduates:
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
Grade Level Expectation
Concepts and skills students master:
8. A wave is a disturbance that travels through space and time, which can be described mathematically and which usually
accompanied by the transfer of energy.
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Define and relate, using equations and graphs, velocity,
frequency, amplitude, period and wavelength of a
periodic wave
b. Demonstrate that standing waves are a one‐dimensional
interference pattern based on the principle of
superposition
c. Compare and contrast longitudinal and transverse
waves and give examples of each
d. Explain concepts such as echolocation, beats, Doppler
effect, and shock waves
e. Extension: Demonstrate understanding of the
factors that affect sound quality
f. Extension: Explain how intensity of wave energy
is dependent on amplitude and frequency
Inquiry Questions:
1. How do we describe the behavior of waves?
Relevance and Application:
1. An understanding of waves leads to safer building designs
such as earthquake-safe buildings.
2. Knowledge of waves is important for understanding music
theory and musical instruments.
3. Weather forecasting and certain astronomical applications are
based on the Doppler Effect
Nature of Discipline:
4/3/2012 BVSD Curriculum Essentials 14
Content Area: Science - High School Physics
Standard: 1. Physical Science
Prepared Graduates:
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
Apply and understanding of atomic and molecular structure to explain the properties of matter, and predict the outcomes of chemical
and nuclear reactions.
Grade Level Expectation
Concepts and skills students master:
9. The ray model can be used to explain the nature of electromagnetic waves and the characteristics of light.
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Write and solve Snell’s Law to model the behavior of
light passing from one medium to another
b. Find real and virtual images formed by a converging
lens using ray drawings
c. Find real and virtual images formed by mirrors and
lenses using the mirror/lens formula
d. Describe the electromagnetic wave model of light
e. Understand the electromagnetic spectrum, and explain
the origin of these broad types of radiation: radio
waves, visible light, x‐rays, and gamma rays
f. Can explain and solve problems involving total internal
reflection
g. Extension: Draw ray diagrams and solve problems
involving combination of lenses
h. Extension: Understand Huygens’ Principle and how it
explains diffraction and refraction
i. Extension: Solve problems involving interference in
Young’s Double-Slit experiment
j. Extension: Understand thin film interference and
polarization
Inquiry Questions:
1. How can we use the particle model to understand how light is
transmitted through and reflected from various media?
2. Extension: How does the wave model of light differ from
the particle model and what phenomena can be explained
with this model?
Relevance and Application:
1. In medicine, surgery is performed using flexible scopes which
work on the principle of total internal reflection.
2. Optical devices such as microscopes and telescopes have led to
momentous discoveries that impact our lives daily.
3. Eyeglasses, contacts, and laser eye surgery are applications of
geometric optics that help people to overcome vision defects.
Nature of Discipline:
4/3/2012 BVSD Curriculum Essentials 15
Content Area: Science - High School Physics
Standard: 1. Physical Science
Prepared Graduates:
Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are
predictable and measurable
Apply and understanding of atomic and molecular structure to explain the properties of matter, and predict the outcomes of chemical
and nuclear reactions.
Grade Level Expectation
Concepts and skills students master:
10. Extension: Quantum physics and the Special Theory of Relativity can be used to explain the behavior and motion of objects that are
very small (subatomic scale) or which are moving very fast (approaching the speed of light
Evidence Outcomes 21st Century Skills and Readiness Competencies
Students can:
a. Extension: Explain and solve problems involving the
Special Theory of Relativity
b. Extension: Understand Quantum topics such as the
Double-Slit Experiment, the Uncertainty Principle, and
Plank’s Quantum Hypothesis
c. Extension: Describe the principles of nuclear decay,
fission, fusion, and particle physics
Inquiry Questions:
1. Extension: What principles of physics can be used to solve
problems dealing with objects that are moving very fast
(approaching the speed of light) and objects that are very small
(subatomic scale)?
Relevance and Application:
1. Extension: GPS satellite systems use special relativity corrections
to keep clocks adjusted correctly.
2. Extension: Quantum effects are important in such practical devices
as lasers, transistors, and MRI imagers.
3. Extension: Nuclear physics is the basis for nuclear power plants,
which are an important source of electrical generation in many
countries.
Nature of Discipline:
4/3/2012 BVSD Curriculum Essentials 16
Prepared Graduate Competencies in Science The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduates:
Observe, explain, and predict natural phenomena governed by Newton's laws of motion,
acknowledging the limitations of their application to very small or very fast objects
Apply an understanding of atomic and molecular structure to explain the properties of matter, and
predict outcomes of chemical and nuclear reactions
Apply an understanding that energy exists in various forms, and its transformation and conservation
occur in processes that are predictable and measurable
Analyze the relationship between structure and function in living systems at a variety of
organizational levels, and recognize living systems’ dependence on natural selection
Explain and illustrate with examples how living systems interact with the biotic and abiotic
environment
Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an
interplay between genetics and their environment
Explain how biological evolution accounts for the unity and diversity of living organisms
Describe and interpret how Earth's geologic history and place in space are relevant to our
understanding of the processes that have shaped our planet
Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a
complex system
Describe how humans are dependent on the diversity of resources provided by Earth and Sun
Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and
analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting
explanations to scientific knowledge, and communicating and justifying explanations.
4/3/2012 BVSD Curriculum Essentials 17
Standard Grade Level Expectation
High School
1. Physical
Science
1. Newton’s laws of motion and gravitation describe the relationships
among forces acting on and between objects, their masses, and
changes in their motion – but have limitations
2. Matter has definite structure that determines characteristic physical
and chemical properties
3. Matter can change form through chemical or nuclear reactions abiding
by the laws of conservation of mass and energy
4. Atoms bond in different ways to form molecules and compounds that
have definite properties
5. Energy exists in many forms such as mechanical, chemical, electrical,
radiant, thermal, and nuclear, that can be quantified and
experimentally determined
6. When energy changes form, it is neither created not destroyed;
however, because some is necessarily lost as heat, the amount of
energy available to do work decreases
2. Life Science 1. Matter tends to be cycled within an ecosystem, while energy is
transformed and eventually exits an ecosystem
2. The size and persistence of populations depend on their interactions
with each other and on the abiotic factors in an ecosystem
3. Cellular metabolic activities are carried out by biomolecules produced
by organisms
4. The energy for life primarily derives from the interrelated processes of
photosynthesis and cellular respiration. Photosynthesis transforms the
sun’s light energy into the chemical energy of molecular bonds.
Cellular respiration allows cells to utilize chemical energy when these
bonds are broken.
5. Cells use the passive and active transport of substances across
membranes to maintain relatively stable intracellular environments
6. Cells, tissues, organs, and organ systems maintain relatively stable
internal environments, even in the face of changing external
environments
7. Physical and behavioral characteristics of an organism are influenced
to varying degrees by heritable genes, many of which encode
instructions for the production of proteins
8. Multicellularity makes possible a division of labor at the cellular level
through the expression of select genes, but not the entire genome
9. Evolution occurs as the heritable characteristics of populations change
across generations and can lead populations to become better adapted
to their environment
4/3/2012 BVSD Curriculum Essentials 18
Standard Grade Level Expectation
High School (continued)
3. Earth Systems
Science
1. The history of the universe, solar system and Earth can be inferred
from evidence left from past events
2. As part of the solar system, Earth interacts with various
extraterrestrial forces and energies such as gravity, solar phenomena,
electromagnetic radiation, and impact events that influence the
planet’s geosphere, atmosphere, and biosphere in a variety of ways
3. The theory of plate tectonics helps to explain geological, physical, and
geographical features of Earth
4. Climate is the result of energy transfer among interactions of the
atmosphere, hydrosphere, geosphere, and biosphere
5. There are costs, benefits, and consequences of exploration,
development, and consumption of renewable and nonrenewable
resources
6. The interaction of Earth's surface with water, air, gravity, and
biological activity causes physical and chemical changes
7. Natural hazards have local, national and global impacts such as
volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms
Eighth Grade
3. Earth Systems
Science
1. Weather is a result of complex interactions of Earth's atmosphere, land
and water, that are driven by energy from the sun, and can be
predicted and described through complex models
2. Earth has a variety of climates defined by average temperature,
precipitation, humidity, air pressure, and wind that have changed over
time in a particular location
3. The solar system is comprised of various objects that orbit the Sun
and are classified based on their characteristics
4. The relative positions and motions of Earth, Moon, and Sun can be
used to explain observable effects such as seasons, eclipses, and Moon
phases
5. Major geologic events such as earthquakes, volcanic eruptions, mid-
ocean ridges, and mountain formation are associated with plate
boundaries and attributed to plate motions
6. Geologic time, history, and changing life forms are indicated by fossils
and successive sedimentation, folding, faulting, and uplifting of layers
of sedimentary rock
7. Complex interrelationships exist between Earth’s structure and natural
processes that over time are both constructive and destructive
8. Water on Earth is distributed and circulated through oceans, glaciers,
rivers, ground water, and the atmosphere
9. Earth’s natural resources provide the foundation for human society’s
physical needs. Many natural resources are nonrenewable on human
timescales, while others can be renewed or recycled
4/3/2012 BVSD Curriculum Essentials 19
Standard Grade Level Expectation
Seventh Grade
2. Life Science 1. Individual organisms with certain traits are more likely than others to
survive and have offspring in a specific environment
2. The human body is composed of atoms, molecules, cells, tissues,
organs, and organ systems that have specific functions and
interactions
3. Cells are the smallest unit of life that can function independently and
perform all the necessary functions of life
4. Photosynthesis and cellular respiration are important processes by
which energy is acquired and utilized by organisms
5. Multiple lines of evidence show the evolution of organisms over
geologic time
6. Human activities can deliberately or inadvertently alter ecosystems
and their resiliency
7. Organisms reproduce and transmit genetic information (genes) to
offspring, which influences individuals’ traits in the next generation
8. Changes in environmental conditions can affect the survival of
individual organisms, populations, and entire species
9. Organisms interact with each other and their environment in various
ways that create a flow of energy and cycling of matter in an
ecosystem
Sixth Grade
1. Physical
Science
1. Identify and calculate the direction and magnitude of forces that act on
an object, and explain the results in the object’s change of motion
2. There are different forms of energy, and those forms of energy can be
changed from one form to another – but total energy is conserved
3. Distinguish between physical and chemical changes, noting that mass
is conserved during any change
4. Recognize that waves such as electromagnetic, sound, seismic, and
water have common characteristics and unique properties
5. Mixtures of substances can be separated based on their properties
such as solubility, boiling points, magnetic properties, and densities
6. All matter is made of atoms, which are far too small to see directly
through a light microscope. Elements have unique atoms and thus,
unique properties. Atoms themselves are made of even smaller
particles
7. Atoms may stick together in well-defined molecules or be packed
together in large arrangements. Different arrangements of atoms into
groups compose all substances.
8. The physical characteristics and changes of solid, liquid, and gas states
can be explained using the particulate model
9. Distinguish among, explain, and apply the relationships among mass,
weight, volume, and density
4/3/2012 BVSD Curriculum Essentials 20
Standard Grade Level Expectation
Fifth Grade
1. Physical
Science
1. Mixtures of matter can be separated regardless of how they were
created; all weight and mass of the mixture are the same as the sum
of weight and mass of its parts
2. Life Science 1. All organisms have structures and systems with separate functions
2. Human body systems have basic structures, functions, and needs
3. Earth Systems
Science
1. Earth and sun provide a diversity of renewable and nonrenewable
resources
2. Earth’s surface changes constantly through a variety of processes and
forces
3. Weather conditions change because of the uneven heating of Earth’s
surface by the Sun’s energy. Weather changes are measured by
differences in temperature, air pressure, wind and water in the
atmosphere and type of precipitation
Fourth Grade
1. Physical
Science
1. Energy comes in many forms such as light, heat, sound, magnetic,
chemical, and electrical
2. Life Science 1. All living things share similar characteristics, but they also have
differences that can be described and classified
2. Comparing fossils to each other or to living organisms reveals features
of prehistoric environments and provides information about organisms
today
3. There is interaction and interdependence between and among living
and nonliving components of systems
3. Earth Systems
Science
1. Earth is part of the solar system, which includes the Sun, Moon, and
other bodies that orbit the Sun in predictable patterns that lead to
observable paths of objects in the sky as seen from Earth
Third Grade
1. Physical
Science
1. Matter exists in different states such as solids, liquids, and gases and
can change from one state to another by heating and cooling
2. Life Science 1. The duration and timing of life cycle events such as reproduction and
longevity vary across organisms and species
3. Earth Systems
Science
1. Earth’s materials can be broken down and/or combined into different
materials such as rocks, minerals, rock cycle, formation of soil, and
sand – some of which are usable resources for human activity
Second Grade
1. Physical
Science
1. Changes in speed or direction of motion are caused by forces such as
pushes and pulls.
2. Life Science 1. Organisms depend on their habitat’s nonliving parts to satisfy their
needs
2. Each plant or animal has different structures or behaviors that serve
different functions
3. Earth Systems
Science
1. Weather and the changing seasons impact the environment and
organisms such as humans, plants, and other animals
4/3/2012 BVSD Curriculum Essentials 21
Standard Grade Level Expectation
First Grade
1. Physical
Science
1. Solids and liquids have unique properties that distinguish them
2. Life Science 1. Offspring have characteristics that are similar to but not exactly like
their parents’ characteristics
2. An organism is a living thing that has physical characteristics to help it
survive
3. Earth Systems
Science
1. Earth’s materials can be compared and classified based on their
properties
Kindergarten
1. Physical
Science
1. Objects can move in a variety of ways that can be described by speed
and direction
2. Objects can be sorted by physical properties, which can be observed
and measured
2. Life Science 1. Organisms can be described and sorted by their physical
characteristics
3. Earth Systems
Science
1. The sun provides heat and light to Earth
Preschool
1. Physical
Science
1. Objects have properties and characteristics
2. There are cause-and-effect relationships in everyday experiences
2. Life Science 1. Living things have characteristics and basic needs
2. Living things develop in predictable patterns
3. Earth Systems
Science
1. Earth’s materials have properties and characteristics that affect how
we use those materials
2. Events such as night, day, the movement of objects in the sky,
weather, and seasons have patterns
4/3/2012 BVSD Curriculum Essentials 22
Academic Vocabulary
Absorption, Acceleration, Amplitude, Atom, Attract, Conservation Of Energy, Conservation Of Mass,
Controlled Experiment, Density, Dependent Variable, Electricity, Electromagnetic Wave, Electron,
Element, Energy, Energy Transfer, Energy Transformation, Error, Force, Frequency, Friction, Gravity,
Hypothesis, Independent Variable, Infer, Infrared, Insulator, Kinetic Energy, Length, Light, Law,
Macroscopic, Mass, Matter, Mechanical Energy, Medium, Methodology, Microscopic, Momentum, Motion,
Neutron, Non-Renewable Energy, Nuclear Energy, Nuclear Equation, Nuclear Fission, Nuclear Fusion,
Nuclear Reaction, Ohm’s Law, Period, Periodic Table, Phase, Position, Potential, Potential Energy, Proton,
Radiant Energy, Radioactive, Radius, Radius Of Orbit, Real Image, Reflection Of Waves, Refraction Of
Waves, Renewable Energy, Research-Based Evidence, Right Hand Rule, Semiconductor, Skepticism,
Snell’s Law, Substance, Super Conductor, Synthetic, System, Testable Question, Theory, Thermal
Energy, Uncertainty, Velocity, Virtual Image, Wavelength
Word Definition
Absorption A reduction of the intensity of any form of radiated energy as a result of energy
conversion in a medium, such as the conversion of sound energy into heat
Acceleration The rate of increase of velocity
Amplitude In a wave, the maximum extent of a vibration or oscillation from the point of
equilibrium.
Atom The smallest particle of a chemical element, consisting of a positively charged
nucleus surrounded by negatively charged electrons
Attract To cause to draw near or adhere by physical force
Circuit A path followed or capable of being followed by an electric current
Conduction The transmission or conveying of something through a medium or passage,
especially the transmission of electric charge or heat through a conducting
medium without perceptible motion of the medium itself
Conductor A substance or medium that conducts an electric charge
Conservation Of
Energy
A principle stating that the total energy of an isolated system remains constant
regardless of changes within the system
Conservation Of
Mass
A principle in classical physics stating that the total mass of an isolated system is
unchanged by interaction of its parts
Controlled
Experiment
An experiment that isolates the effect of one variable on a system by holding
constant all
Variables but the one under observation
Dependent
Variable
The observed or measured variable in an experiment or study whose changes are
Determined by the presence of one or more independent variables
Density The mass of a substance per unit volume
Electricity A form of energy resulting from the existence of charged particles (such as
electrons or
Protons), either statically as an accumulation of charge or dynamically as a
current
Electromagnetic
Wave
Wave of energy having a frequency within the electromagnetic spectrum and
propagated as a periodic disturbance of the electromagnetic field when an electric
charge oscillates or accelerates
Electron An elementary particle in all atoms that has a negative charge
Element Substance composed of atoms having an identical number of protons in each
nucleus
Energy The capacity of a physical system to do work
Energy Transfer To pass energy from one place or thing to another
4/3/2012 BVSD Curriculum Essentials 23
Energy
Transformation
To convert energy from one form to another
Error Difference between a computed or measured value and a true or theoretically
correct value
Force An influence tending to change the motion of a body or produce motion or stress
in a stationary body; a push or a pull
Frequency The number of repetitions per unit time of a complete waveform
Friction A force that resists the relative motion or tendency to such motion of two bodies
in contact
Gravity The force that attracts a body towards the center of the earth, or towards any
other physical body having mass
Heat A form of energy associated with the motion of atoms or molecules and capable of
being
Transmitted through solid and fluid media by conduction, through fluid media by
Convection, and through empty space by radiation
Hypothesis A tentative explanation for an observation
Independent
Variable
A manipulated variable in an experiment or study whose presence or degree
determines the change in the dependent variable
Infer Draw conclusions, interpret, or try to explain observations
Infrared Electromagnetic radiation having a wavelength just greater than that of red light
but less than that of microwaves, emitted particularly by heated objects
Insulator A material that prevents the flow of electricity
Kinetic Energy The energy possessed by an object because of its motion
Law A set of statements or principles devised to mathematically model a large set of
data and has been repeatedly tested or is widely accepted, but does not explain
underlying scientific principles
Light Electromagnetic radiation that can produce a visual sensation
Length The distance of something from end to end, usually the longest dimension
Macroscopic Large enough to be perceived or examined by the unaided eye
Mass The quantity of matter which a body contains, as measured by its acceleration
under a given force or by the force exerted on it by a gravitational field
Matter Physical substance or material in general; that which occupies space and
possesses mass
Mechanical
Energy
Energy of an object due to its motion or position
Medium The substance that a wave is travelling through
Methodology Means, technique, or procedure; method
Microscopic Too small to be seen by the unaided eye but large enough to be studied under a
microscope
Momentum A vector quantity whose difficulty to change over time is expressed as a force (or
how much force for how long is needed to change an object’s momentum)
Motion A natural event that involves a change in the position or location of something
Neutron A neutral elementary particle of about the same mass as a proton
Non-Renewable
Energy
Of or relating to an energy source, such as oil or natural gas, or a natural
resource, such as a metallic ore, that is not replaceable after it has been used
Nuclear Energy The energy released by a nuclear reaction
Nuclear Equation Notations are used to represent the decay of one element into another or the
fusion of atoms from different elements
Nuclear Fission The nuclear process where a nucleus splits into separate daughter nuclei as well
as other particles
4/3/2012 BVSD Curriculum Essentials 24
Nuclear Fusion The nuclear process where nuclei combine to form new elements
Nuclear Reaction A change in the identity or characteristics of an atomic nucleus that results when
it is bombarded with an energetic particle, as in fission, fusion, or radioactive
decay
Ohm’s Law 1. Electrical law that relates resistance, voltage and current in a DC
circuit
Period 2. The time for one complete cycle or orbit
Periodic Table 3. A table of the chemical elements arranged in order of atomic
number, usually in rows, so that elements with similar atomic structure (and
hence similar chemical properties) appear in vertical columns
Phase A measure of how far through a cycle a periodic disturbance has gone
Position Place or location
Potential The quantity that exists without the component of force (ie..potential energy
without mass, charged particle, etc…)
Potential Energy Stored energy; the ability of a system to do work due to its position or internal
structure. For example, gravitational potential energy is a stored energy
determined by an object's position in a gravitational field while elastic potential
energy is the energy stored in a spring
Proton An elementary particle in all atoms that has a positive charge
Radiant Energy Energy that is transmitted in the form of (electromagnetic) radiation
Radioactive Emitting or relating to the emission of ionizing radiation or particles
Radius The distance between the center of mass and the outer surface
Radius Of Orbit The distance between the center of mass (central mass for circles) and the orbit
of the mass
Real Image An image formed by real light rays (it will appear on a screen)
Reflection Of
Waves
The process where waves are “bounced” at the appropriate angle
Refraction Of
Waves
The process where the wave speed is changed and the wave “bends” in its
direction of motion
Renewable
Energy
Energy which comes from natural resources such as sunlight, wind, rain, tides,
and geothermal heat, which are renewable (naturally replenished)
Research-Based
Evidence
Data derived from sound scientific research methods. It is noted as research-
based to differentiate from anecdotal or circumstantial evidence
Right Hand Rule The relationship between three orthogonal vectors or dimensions
Semiconductor Any of various solid crystalline substances, such as germanium or silicon, having
electrical conductivity greater than insulators but less than good conductors, and
used especially as a base material for computer chips and other electronic devices
Skepticism A doctrine that suspends judgment until there is sufficient scientific evidence to
believe a claim
Snell’s Law The law of waves where the amount of speed change is related to the amount of
“bend” or direction change.
Substance A particular kind of matter with uniform properties
Super Conductor An element or metallic alloy which, when cooled to near absolute zero, loses all
electrical resistance
Synthetic Prepared or made artificially
System A group of interacting, interrelated, or interdependent elements forming a
complex whole
Testable Question A question that can tested in a scientific investigation
4/3/2012 BVSD Curriculum Essentials 25
Theory A set of statements or principles devised to explain a large set of data and has
been repeatedly tested or is widely accepted
Thermal Energy The energy of the motion of the particles or the oscillations in a system; the total,
internal energy of a thermodynamic system or sample of matter that results in
the system's temperature
Uncertainty The estimated amount or percentage by which an observed or calculated value
may differ from the true value
Velocity A vector quantity whose magnitude is a body's speed and whose direction is the
body's direction of motion
Virtual Image An image that is formed by two virtual waves, it cannot be displayed on a screen
(no focal point)
Wavelength The distance between cycles on an amplitude versus distance graph