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
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	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)