Physical Science: Embedded Inquiry |
| |
Science Curriculum Standards
3202 - Physical Science
|
Internet Resources |
Trace the historical development of a scientific principle or theory.
Inq.1
|
- About Darwin - dedicated to the life and times of Charles Darwin
- Development of Kepler's Laws - this Wikipedia article traces Kepler's work
- Evidence for the Big Bang - extremely long [55 pages if printed] well detailed background
- Galileo Project - hypertextual information about Galileo and the science of his time to viewers of all ages and levels of expertise
- Gregor Mendel: Planting the Seeds of Genetics - an exhibit from Chicago's Field Museum
- Historical Development of Chemistry - three case studies of significant chemical progress
- History of Science - Wikipedia article
- History of Science and Technology - a Wikipedia article including links
- History of Science Sourcebook - a subset of texts derived from three major online sourcebooks
- Isaac Newton - Wikipedia article tracing the development of Newton's laws
- Johannes Kepler - His Life, His Laws and Times
- Mendel's Experiment - an animation describes Gregor Mendel's experiment as presented in his Experiments in Plant Hybridization
- Modeling Mendel's Pea Experiment - lesson plan from Access Excellence
- Person of the Century: Albert Einstein - from Time’s 100
- Scientific Method - this Wikipedia article illustrates how scientific principles or theories are developed
- Voyage of the Beagle - index of trwenty-two chapters detailing the historic voyage of discovery
- When the Earth Moved - Copernicus and his Heliocentric System of the Universe
|
Conduct scientific investigations that include testable questions, verifiable hypotheses, and appropriate variables to explore new phenomena or verify the experimental results of others.
Inq.2 |
- Excite Education Curriculum Module - lesson plan about scientific method from CDC
- Experimenting, Testing, & Challenging the Hypothesis - the degree of challenge to your hypothesis will depend on the type of problem and its importance
- Falsifiability – [Wikipedia article] the logical possibility that an assertion can be shown false by an observation or a physical experiment
- General Procedures for All Experiments - general procedures for each experiment are briefly outlined - variations between experiments are noted
- How to Formulate a Hypothesis Using the Scientific Method - eight steps are outlined
- Introduction to the Scientific Method - An explanation on what the scientific method is and does. From Frank Wolfs, University of Rochester
- Reasoning in Science - Learning about the scientific method is almost like saying that you are learning how to learn [from Biology4Kids]
- Scientific Method - from Elmer's Soup-to-Nuts science fair site
- Scientific Method - includes a test of your powers of observation
- Scientific Method Lab - an interactive lab that teaches what the scientific method is, and how scientists and others follow this method
- Scientific Method Quiz - [this link opens on a new page]
- Solving Problems with the Scientific Method - posted by Study Guides and Strategies
- Steps of the Scientific Method - from a science fair project idea site
- Studying Cells - how the scientific method is applied in biology
- Writing Hypotheses: a student lesson - the purpose of this lesson is to learn when and how to write hypotheses
|
Select appropriate tools and technology to collect precise and accurate quantitative and qualitative data.
Inq.3 |
|
Determine if data supports or contradicts a hypothesis or conclusion.
Inq.4 |
- Basic format of any hypothesis test - from Skills4Study
- Designing Science Experiments - from Crystal Clear Science Fair Projects
- Experiment - Wikipedia entry
- How to Use the Scientific Method to Test a Hypothesis - six steps are listed
- Hypothesis Test - from Cool Science Projects.com
- Hypothesis test 1: an experiment on telepathy - used as an example of the process
- Hypothesis test 2: the shuffle test - using statistical analysis
- Practicing Scientific Processes - from Glencoe Science
- Statistical hypothesis testing - Wikipedia entry
- Test Your Hypothesis - from Lane Libraries Science Fair Zone
|
Compare or combine experimental evidence from two or more investigations.
Inq.5 |
|
Recognize, analyze, and evaluate alternative explanations for the same set of observations.
Inq.6 |
|
Analyze experimental results and identify possible sources of experimental error.
Inq.7 |
|
Formulate and revise scientific explanations and models using logic and evidence.
Inq.8 |
|
|
Select a description or scenario that reevaluates and/or extends a scientific finding.
SPI Inq.1 |
|
Analyze the components of a properly designed scientific investigation.
SPI Inq.2 |
|
Determine appropriate tools to gather precise and accurate data.
SPI Inq.3 |
|
Evaluate the accuracy and precision of data.
SPI Inq.4 |
|
Defend a conclusion based on scientific evidence.
SPI Inq.5 |
|
Determine why a conclusion is free of bias.
SPI Inq.6 |
|
Compare conclusions that offer different, but acceptable explanations for the same set of experimental data.
SPI Inq.7 |
|
|
Physical Science: Embedded Mathematics |
|
Science Curriculum Standards
3202 - Physical Science
|
Internet Resources |
Use a variety of notations appropriately (e.g. exponential, functional, square root).
Math.1
|
|
Select and apply an appropriate method (e.g., mental mathematics, paper and pencil, or technology) for computing with real numbers, and evaluate the reasonableness of results.
Math.2 |
|
Apply and interpret rates of change from graphical and numerical data.
Math.3 |
|
Analyze graphs to describe the behavior of functions.
Math.4 |
|
Interpret results of algebraic procedures.
Math.5 |
|
Model real-world phenomena using functions and graphs.
Math.6 |
|
Articulate and apply algebraic properties in symbolic manipulation.
Math.7 |
|
Apply geometric properties, formulas, and relationships to solve real-world problems.
Math.8 |
|
Make decisions about units, scales, and measurement tools that are appropriate for problem situations involving measurement.
Math.9 |
|
Collect, represent, and describe linear and nonlinear data sets developed from the real world.
Math.10 |
|
Make predictions from a linear data set using a line of best fit.
Math.11 |
|
1nterpret a data set using appropriate measures of central tendency.
Math.12 |
|
Choose, construct, and analyze appropriate graphical representations for a data set.
Math.13 |
|
|
Use real numbers to represent real-world applications (e.g., slope, rate of change, probability, and proportionality).
SPI Math.1 |
|
Perform operations on algebraic expressions and informally justify the procedures chosen.
SPI Math.2 |
|
Interpret graphs that depict real-world phenomena.
SPI Math.3 |
|
Apply right triangle relationships including the Pythagorean Theorem and the distance formula.
SPI Math.4 |
|
Use concepts of length, area, and volume to estimate and solve real-world problems.
SPI Math.5 |
|
Demonstrate an understanding of rates and other derived and indirect measurements (e.g., velocity, miles per hour, revolutions per minute, cost per unit).
SPI Math.6 |
|
|
Physical Science : Standard 1 - Matter |
|
Science Curriculum Standards
3202 - Physical Science
|
Internet Resources |
Distinguish among solids, liquids, gases, and plasmas.
1.1
|
|
Describe and illustrate the physical differences among solids, liquids, and gases in terms of their mass, volume, density, shape, and particle arrangement.
1.2 |
|
Use appropriate units to measure or calculate the mass and volume ofsubstances.
1.3 |
|
Calculate the density of substances or objects.
1.4 |
|
Construct and interpret a density column.
1.5 |
|
Identify substances as homogeneous or heterogeneous mixtures.
1.6 |
|
Construct an experiment to separate the components of a mixture.
1.7 |
|
List the three major subatomic particles and distinguish among their location, charges, and relative masses.
1.8 |
|
Distinguish between atomic number and atomic mass.
1.9 |
|
Define an isotope and describe the use of common isotopes.
1.10 |
|
Identify the number of protons, neutrons, and electrons in an atom of an isotope based on its atomic number and atomic mass.
1.11 |
|
Know the chemical symbols for the common elements.
1.12 |
|
Use the periodic table to determine the number of protons, neutrons, and electrons in an isotope of an element.
1.13 |
|
Use the periodic table to identify the characteristics and properties of metals, non-metals, and metalloids.
1.14 |
|
Label a periodic table with oxidation numbers of main group elements, identify elements likely to form ions and use information to construct formulas for compounds.
1.15 |
|
Classify a substance as an element or compound based on its chemical formula or symbol.
1.16 |
|
Explain ionic and covalent bonding based on the oxidation numbers of the elements in a compound.
1.17 |
|
Investigate physical and chemical changes in a laboratory setting.
1.18 |
|
Balance simple chemical equations, identifying the reactants, products, and proper coefficients.
1.19 |
|
Predict the products of common chemical reactions.
1.20 |
|
Use models to represent chemical reactions as synthesis, decomposition, single-replacement, and double-replacement.
1.21 |
|
Describe synthesis, decomposition, single-replacement, and double-replacement reactions using equations.
1.22 |
|
Describe how chemical symbols and balanced chemical equations illustrate the Law of Conservation of Mass/Energy.
1.23 |
|
Observe and measure temperature changes to distinguish between endothermic and exothermic reactions.
1.24 |
|
Conduct, analyze, and communicate the results of an experiment that demonstrates the relationship between pressure and volume of a gas.
1.25 |
|
Conduct, analyze, and communicate the results of an experiment that demonstrates the relationship between temperature and volume of a gas.
1.26 |
|
Apply indicators and instruments to classify a material as acidic, basic, or neutral.
1.27 |
|
Conduct research on issues associated with acid rain.
1.28 |
|
|
Distinguish among states of matter in terms of energy, volume, shape, particle arrangement, and phase changes.
SPI 1.1
|
|
Name, measure, and describe the physical properties of substances.
SPI 1.2 |
|
Compare different types of mixtures.
SPI 1.3 |
|
Distinguish between examples of common elements and compounds.
SPI 1.4 |
|
Compare the properties of metals, metalloids, and nonmetals.
SPI 1.5 |
|
Determine the composition of an atom and the characteristics of its subatomic particles.
SPI 1.6 |
|
Explain the interrelationship between pressure, temperature, and volume of gases.
SPI 1.7 |
|
Distinguish between physical and chemical changes in matter.
SPI 1.8 |
|
Use information about an element’s position in the periodic table to determine the charge of its ions.
SPI 1.9 |
|
Classify chemical bonds in a compound as ionic or covalent.
SPI 1.10 |
|
Construct the chemical formula of a compound using the periodic table.
SPI 1.11 |
|
Identify the reactants and products in a chemical equation, and balance equations using proper coefficients.
SPI 1.12 |
|
Predict the products of common chemical reactions, given the reactants.
SPI 1.13 |
|
Distinguish among synthesis, decomposition, single-replacement, double-replacement, and combustion reactions.
SPI 1.14 |
|
Explain the Law of Conservation of Mass/Energy in terms of a balanced chemical equation.
SPI 1.15 |
|
Distinguish between endothermic and exothermic reactions.
SPI 1.16 |
|
Identify a substance as acidic, basic, or neutral based on its pH or response to an indicator or instrument.
SPI 1.17 |
|
Recognize the effect of acid rain on the environment.
SPI 1.18 |
|
|
Physical Science : Standard 2 - Energy |
|
Science Curriculum Standards
3202 - Physical Science
|
Internet Resources |
Investigate energy transfer through waves and particles.
2.1
|
|
Demonstrate how waves are produced and transmitted.
2.2 |
|
Investigate the characteristics of light energy and sound energy.
2.3 |
|
Compare and contrast the four types of wave interactions.
2.4 |
|
Explore heat as a form of energy that may be transferred between materials.
2.5 |
|
Identify the boiling and freezing points of water in the Celsius, Fahrenheit, and Kelvin temperature scales.
2.6 |
|
Design and conduct an activity to demonstrate the conservation of heat energy during temperature changes.
2.7 |
|
Investigate the relationships among kinetic, potential, and total energy within a closed system.
2.8 |
|
Solve problems related to voltage, resistance, and current in a series circuit.
2.9 |
|
Investigate Ohm’s law to design and build a simple circuit.
2.10 |
|
Research the importance of energy conservation.
2.11 |
|
Explore nuclear energy and its impact on science and society.
2.12 |
|
|
Classify waves as transverse or longitudinal.
SPI 2.1
|
|
Distinguish between mechanical and electromagnetic waves.
SPI 2.2 |
|
Distinguish between wavelength, frequency, and amplitude.
SPI 2.3 |
|
Identify the boiling and freezing points of water using Celsius, Fahrenheit, or Kelvin scales.
SPI 2.4 |
|
Compare and contrast sound and light waves.
SPI 2.5 |
|
Distinguish among wave reflection, refraction, diffraction, and interference.
SPI 2.6 |
|
Classify heat transfer as conduction, convection, or radiation.
SPI 2.7 |
|
Identify a scenario that illustrates the Law of Conservation of Energy.
SPI 2.8 |
|
Solve application problems related to voltage, resistance, and current in a series circuit (V=IR).
SPI 2.9 |
|
Distinguish between nuclear fission and nuclear fusion.
SPI 2.10 |
|
Solve problems regarding heat, mass, specific heat capacity, and temperature change (Q=mCΔT).
SPI 2.11 |
|
|
Physical Science : Standard 3 - Motion |
|
Science Curriculum Standards
3202 - Physical Science
|
Internet Resources |
Demonstrate the relationship between speed and velocity.
3.1
|
|
Create models that represent Newton’s three laws of motion.
3.2 |
|
Evaluate scenarios that illustrate Newton’s three laws of motion.
3.3 |
|
Investigate the Law of Conservation of Momentum.
3.4 |
|
Research the historical development of the laws of motion.
3.5 |
|
Collect data to construct, analyze, and interpret graphs for experiments that involve distance, speed, velocity, and time.
3.6 |
|
Solve problems related to velocity, acceleration, force, work, and power.
3.7 |
|
|
Distinguish between speed and velocity.
SPI 3.1
|
|
Relate inertia, force, or action-reaction forces to Newton’s three laws of motion.
SPI 3.2 |
|
Distinguish among the concepts inherent in Newton’s three laws of motion.
SPI 3.3 |
|
Interpret a position-time graph for velocity or a velocity-time graph for acceleration.
SPI 3.4 |
|
Solve application problems related to velocity, acceleration, force, work, and power using appropriate units of measurement (v=d/t, a=Δv/t, F=ma, W=Fd, and P=W/t).
SPI 3.5 |
|
Choose a correct representation of the Law of Conservation of Momentum.
SPI 3.6 |
|
|
a site for teachers | 
a PowerPoint show | 
Adobe Acrobat document | 
a Word document
sound | 
video format | 
interactive lesson | 
a quiz | 
to print
