Science Curriculum
  Active Physics
 

Active Physics is a physical science for special population students with weak math skills.  This course has a strong emphasis on experimentation using computers and probeware.  The six units of study include the physics of: sports, medicine, transportation, home, communication and predictions.  The physics content is presented in a problem solving manner to strengthen science and math content knowledge and skills.

Last Updated: 06/23/09 03:41 PM
 
 
SCI.ACPH
Standard 1
  ACHIEVE A SOLID BASELINE OF SCIENTIFIC KNOWLEDGE
 

Benchmark 1.1
Definition of a System
 
Indicator 1.1.1
Identify the applicable components of a system to analyze
 
Indicator 1.1.2
Differentiate between open and closed systems
 

Benchmark 1.2
Conservation Laws
 
Indicator 1.2.1
Discuss and apply conservation of energy to real-world examples
 
Indicator 1.2.2
Relate a change in momentum to an impulse exerted on an object
 
Indicator 1.2.3
Illustrate conservation of momentum in collisions of one-dimension
 
Indicator 1.2.4
Apply kinetic and potential energies to real-world transformations
 
Indicator 1.2.5
Apply the 1st Law of Thermodynamics to analyze energy transformations
 
Indicator 1.2.6
Explain heat flow and entropy using the 2nd Law of Thermodynamics
 
Indicator 1.2.7
Apply conservation of charge to explain how objects become charged
 

Benchmark 1.3
Linear Motion
 
Indicator 1.3.1
Solve problems involving velocity, displacement and time
 
Indicator 1.3.2
Calculate velocity from experimental displacement and time data
 
Indicator 1.3.3
Measure displacement, time and velocity in proper SI units
 
Indicator 1.3.4
Distinguish between distance and displacement
 
Indicator 1.3.5
Distinguish between speed and velocity
 
Indicator 1.3.6
Compare velocities in real world applications
 
Indicator 1.3.7
Distinguish between the terms velocity and acceleration
 
Indicator 1.3.8
Solve problems involving velocity, time, and acceleration
 
Indicator 1.3.9
Calculate acceleration from experimental data
 
Indicator 1.3.10
Identify the velocity of an object with zero acceleration
 
Indicator 1.3.11
Distinguish between positive and negative accelerations
 
Indicator 1.3.12
Construct graphs of linear motion
 
Indicator 1.3.13
Identify differences in linear motion using graphs
 

Benchmark 1.4
Forces and Their Effects
 
Indicator 1.4.1
State Newton’s three laws of motion
 
Indicator 1.4.2
Apply Newton’s First Law as it relates to the concept of inertia
 
Indicator 1.4.3
Solve problems using Newton's Second Law
 
Indicator 1.4.4
Demonstrate the velocity of an object with no net force acting on it
 
Indicator 1.4.5
Apply Newton’s Second Law to an object moving at constant velocity
 
Indicator 1.4.6
Describe an object's motion in a real-world situation
 
Indicator 1.4.7
Illustrate that the sum of vector forces on an object = a net force
 
Indicator 1.4.8
Solve for frictional force on an object moving at constant velocity
 
Indicator 1.4.9
Demonstrate relationship between an object’s weight & frictional force
 
Indicator 1.4.10
Apply Newton’s 3rd Law to frictional forces between bodies in motion
 
Indicator 1.4.11
Compare the forces of friction between surfaces of different materials
 
Indicator 1.4.12
Define centripetal force as it relates to circular motion
 
Indicator 1.4.13
Apply Newton's laws of motion to an object in circular motion
 
Indicator 1.4.14
Illustrate centripetal motion using force, acceleration, vectors
 
Indicator 1.4.15
Experiment with objects moving in a circle; identify centripetal force
 
Indicator 1.4.16
Illustrate real-world examples of centripetal force
 
Indicator 1.4.17
Apply Newton’s First Law to contrast centrifugal and centripetal force
 
Indicator 1.4.18
Investigate fluid properties: density, pressure, buoyancy, etc.
 
Indicator 1.4.19
Describe independence of horizontal & vertical motion; predict paths
 

Benchmark 1.5
Gravity
 
Indicator 1.5.1
Compare and contrast the terms mass and weight
 
Indicator 1.5.2
Describe acceleration due to gravity and its relationship to weight
 
Indicator 1.5.3
Solve problems using weight, acceleration due to gravity, and mass
 
Indicator 1.5.4
Relate Newton's Second Law to Fw = mg.
 
Indicator 1.5.5
Compare and contrast differing accelerations on mass, weight & motion
 
Indicator 1.5.6
Model the inverse square relationship of Law of Universal Gravitation
 
Indicator 1.5.7
Classify gravitation as an attractive force
 
Indicator 1.5.8
Apply Newton's Law of Universal Gravitation to celestial bodies
 
Indicator 1.5.9
Explain the gravitational attractive force between two objects
 
Indicator 1.5.10
Express the general and special theories of relativity
 
Indicator 1.5.11
Compare & contrast forces between charged objects of known mass
 

Benchmark 1.6
Electric Current and Circuits
 
Indicator 1.6.1
Describe the interactions of positive and negative charges
 
Indicator 1.6.2
Demonstrate that voltage provides the energy that drives current
 
Indicator 1.6.3
Explain the interaction between current/voltage/resistance using Ohm's
 
Indicator 1.6.4
Analyze electric circuits to show the conservation of charge & energy
 
Indicator 1.6.5
Construct simple series and parallel circuits with batteries & bulbs
 
Indicator 1.6.6
Compare and contrast the nature of series and parallel circuits
 
Indicator 1.6.7
Explain the relationship between electric force, charge, and distance
 
Indicator 1.6.8
Compare & contrast the electric properties of insulators & conductors
 
Indicator 1.6.9
Combine electrical components to construct & draw diagrams of circuits
 
Indicator 1.6.10
Use Ohm's Law to measure and analyze current, voltage & power
 
Indicator 1.6.11
Apply Ohm’s Law to analyze various electric circuits
 
Indicator 1.6.12
Calculate the effective resistance in series and parallel currents
 
Indicator 1.6.13
Describe practical applications of circuit design
 

Benchmark 1.7
Electromagnetic Force
 
Indicator 1.7.1
Explain the result of moving electric charges and moving magnets
 
Indicator 1.7.2
Create a model of magnetism to explain the location of magnetic fields
 
Indicator 1.7.3
Explore the relationship between voltage & current by a changing field
 
Indicator 1.7.4
Relate the behavior of fields to explain the operation of devices
 

Benchmark 1.8
Types of Energy
 
Indicator 1.8.1
Describe the relationship between work and energy
 
Indicator 1.8.2
Apply the formula for kinetic energy to an object
 
Indicator 1.8.3
Illustrate real-world applications of kinetic energy
 
Indicator 1.8.4
Apply PE = mgh to determine an object's gravitational potential energy
 
Indicator 1.8.5
Illustrate real-world applications of potential energy
 
Indicator 1.8.6
Apply the definition of power to real-world examples
 
Indicator 1.8.7
Distinguish between work and power
 
Indicator 1.8.8
Distinguish between various types of energy
 
Indicator 1.8.9
State Einstein's mass-energy equivalence.
 

Benchmark 1.9
Waves: Nature and Behavior
 
Indicator 1.9.1
Compare and contrast mechanical waves and electromagnetic waves
 
Indicator 1.9.2
Compare and contrast the nature of longitudinal and transverse waves
 
Indicator 1.9.3
Construct models to differentiate transverse & longitudinal waves
 
Indicator 1.9.4
Illustrate period, wavelength, and amplitude on a harmonic wave
 
Indicator 1.9.5
Differentiate frequency & amplitude with a computer or oscilloscope
 
Indicator 1.9.6
Relate waveforms: changes in pitch/loudness to frequency/amplitude
 
Indicator 1.9.7
Explain the relationship between energy and frequency
 
Indicator 1.9.8
Illustrate the electromagnetic spectrum; relate frequency and color
 
Indicator 1.9.9
Compare real-world applications of electromagnetic waves
 
Indicator 1.9.10
Apply the ray model of light to show how light waves are reflected
 
Indicator 1.9.11
Apply the ray model of light to show & predict the angle of refraction
 
Indicator 1.9.12
Use the wave model to explore interference of mechanical waves
 
Indicator 1.9.13
Explain the relationship among wavelength, wave speed, and frequency
 
Indicator 1.9.14
Explain the Doppler Effect for moving wave sources
 
Indicator 1.9.15
With lenses and mirrors, predict the location and nature of images
 
SCI.ACPH
Standard 2
  APPLY SCIENCE KNOWLEDGE & PROCESSES TO MAKE DECISIONS & SOLVE PROBLEMS
 

Benchmark 2.1
Scientific Explanations
 
Indicator 2.1.1
Propose and evaluate various explanations for scientific phenomena
 
Indicator 2.1.2
Compare and contrast science and pseudoscience
 

Benchmark 2.2
Reasons for Investigations
 
Indicator 2.2.1
Discuss the achievements of the space program
 

Benchmark 2.3
Real World Problems
 
Indicator 2.3.1
Use real world examples to evaluate energy transformations
 
Indicator 2.3.2
Design, build, and test a device to solve a real world problem
 

Benchmark 2.4
Models
 
Indicator 2.4.1
Use equations to model physical phenomena
 
Indicator 2.4.2
Use graphical depictions to describe physical phenomena
 
Indicator 2.4.3
Generate and analyze a graph using a computer
 
Indicator 2.4.4
Use vectors to describe physical quantities and their interactions
 
Indicator 2.4.5
Create a device to model a physical system
 

Benchmark 2.5
Accessing Information
 
Indicator 2.5.1
Utilize scientific information from a variety of sources
 
Indicator 2.5.2
Use texts and references to gather scientific information
 

Benchmark 2.6
Mathematics
 
Indicator 2.6.1
Calculate the slope of a linear relationship that includes units
 
Indicator 2.6.2
Make predictions using interpolation, extrapolation & analysis of data
 
Indicator 2.6.3
Interpret various shapes of graphical curves
 
Indicator 2.6.4
Use a scientific calculator, computer, and probeware to analyze data
 
Indicator 2.6.5
Verify the results of calculations using order of magnitude estimates
 
Indicator 2.6.6
Use dimensional analysis in analyzing data and solving problems
 
SCI.ACPH
Standard 3
  COMMUNICATE SCIENTIFIC INFORMATION EFFECTIVELY
 

Benchmark 3.1
Scientific Communication
 
Indicator 3.1.1
Create graphs, charts, and tables to communicate experimental results
 
Indicator 3.1.3
Critique a scientific article using logical argumentation
 
Indicator 3.1.2
Design presentations that employ current media technologies
 
Indicator 3.1.4
Use the Internet to identify an important research subject in physics
 

Benchmark 3.2
Group Skills
 
Indicator 3.2.1
Synthesize various points of view through writing & revising
 
Indicator 3.2.2
Debate theories and ideas with peers in group discussions
 
Indicator 3.2.3
Collaborate with peers to design presentations
 

Benchmark 3.3
Defending Scientific Arguments
 
Indicator 3.3.1
Express all quantities in SI units
 
Indicator 3.3.2
Explain mathematical relationships using graphical analysis
 
Indicator 3.3.3
Write a logical conclusion that is supported by experimental evidence
 
Indicator 3.3.4
Provide a mathematical rationale for a conclusion
 
Indicator 3.3.5
Defend a theory or idea using sound logic based on data and principles
 
Indicator 3.3.6
Write and present a formal lab report
 
Indicator 3.3.7
Share experimental results with peers for review, analysis, criticism
 

Benchmark 3.4
Ethical Practices
 
Indicator 3.4.1
Cite sources used in conducting investigations
 
Indicator 3.4.2
Analyze and evaluate peer research proposals
 
SCI.ACPH
Standard 4
  DESIGN AND CONDUCT SCIENTIFIC INVESTIGATIONS
 

Benchmark 4.1
Research and Plan
 
Indicator 4.1.1
Formulate and implement a procedure for testing hypotheses
 
Indicator 4.1.2
Analyze scientific sources to develop and refine research hypotheses
 

Benchmark 4.2
Design Investigations
 
Indicator 4.2.1
Use lab equipment safely and appropriately
 
Indicator 4.2.2
Distinguish: dependent/independent variables, constants, and controls
 
Indicator 4.2.3
Review & revise procedures while conducting a scientific investigation
 

Benchmark 4.3
Gather Data
 
Indicator 4.3.1
Perform a lab that uses technology to gather, analyze & display data
 
Indicator 4.3.2
Extract useful data for analysis from computer-collected data
 
Indicator 4.3.3
Demonstrate proficiency using probeware
 

Benchmark 4.4
Analyze and Manipulate Data
 
Indicator 4.4.1
Analyze data to identify trends and relationships
 
Indicator 4.4.2
Analyze experimental errors both quantitatively and qualitatively
 
Indicator 4.4.3
Manipulate simulation software to model scientific investigations
 

Benchmark 4.5
Evaluate
 
Indicator 4.5.1
Evaluate what constitutes a valid scientific investigation
 
Indicator 4.5.2
Develop models to explain experimental results
 
Indicator 4.5.3
Evaluate limitations and propose additional research questions
 
SCI.ACPH
Standard 5
  MAKE CONNECTIONS WITHIN SCIENCE DISCIPLINES AND WITH OTHER DISCIPLINES
 

Benchmark 5.1
Historical Perspective of Science
 
Indicator 5.1.1
Identify scientists' contributions to developing a model of universe
 
Indicator 5.1.2
Identify scientists' contributions to study of electricity & magnetism
 
Indicator 5.1.3
Identify scientists' contributions to the study of quantum mechanics
 
Indicator 5.1.4
Identify scientists' contributions to the study of physics
 

Benchmark 5.2
Science and Technology
 
Indicator 5.2.1
Evaluate the influence of physics principles in understanding problems
 
Indicator 5.2.2
Distinguish between science and technology
 
Indicator 5.2.3
Determine the physics principles behind various technologies
 
Indicator 5.2.4
Evaluate the societal influences on research priorities
 
Indicator 5.2.5
Identify a problem that can be solved using new technologies
 

Benchmark 5.3
Connections With Other Disciplines
 
Indicator 5.3.1
Explain how physics is applied in visual art, music or medicine
 
Indicator 5.3.2
Discuss the issues faced during the development of the atomic bomb
 
Indicator 5.3.3
Evaluate the impact of satellites on weather prediction, etc.
 

Benchmark 5.4
Evolution of Science
 
Indicator 5.4.1
Distinguish between scientific law and scientific theory
 
Indicator 5.4.2
Evaluate the impact of new scientific discoveries on existing theories
 
Indicator 5.4.3
Trace the development of physical science throughout history


Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential.
Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs.
Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)