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Relate the transfer of heat to the states of matter, including gases result from heating, liquids result from cooling a gas, and solids result from further cooling a liquid.
Access Point #: SC.912.P.10.In.3
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • SC.912.P.10.4: Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.
  • SC.912.P.10.5: Relate temperature to the average molecular kinetic energy.
Access Point Information
Number:
SC.912.P.10.In.3
Category:
Independent
Date Adopted or Revised:
02/08
Standard:
Energy : 

A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2.

B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion.

C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.

D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges generate magnetic fields.

E. Waves are the propagation of a disturbance. They transport energy and momentum but do not transport matter.

Access Point Courses
  • M/J Comprehensive Science 1, Advanced (#2002050):
  • M/J Comprehensive Science 2, Advanced (#2002080):
  • Astronomy Solar/Galactic (#2001350):
  • Astronomy Solar/Galactic Honors (#2020910):
  • Chemistry 1 (#2003340):
  • Chemistry 1 Honors (#2003350):
  • Earth/Space Science (#2001310): Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

    Special Notes:
    Instructional Practices
    Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
    1. Ensuring wide reading from complex text that varies in length.
    2. Making close reading and rereading of texts central to lessons.
    3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
    4. Emphasizing students supporting answers based upon evidence from the text.
    5. Providing extensive research and writing opportunities (claims and evidence).

    Science and Engineering Practices     (NRC Framework for K-12 Science Education, 2010)
    • Asking questions (for science) and defining problems (for engineering).
    • Developing and using models.
    • Planning and carrying out investigations.
    • Analyzing and interpreting data.
    • Using mathematics, information and computer technology, and computational thinking.
    • Constructing explanations (for science) and designing solutions (for engineering).
    • Engaging in argument from evidence.
    • Obtaining, evaluating, and communicating information.
  • Earth/Space Science Honors (#2001320):
  • Forensic Sciences 2 (#2002490):
  • Integrated Science 1 (#2002400):
  • Integrated Science 1 Honors (#2002410):
  • Integrated Science 2 (#2002420):
  • Integrated Science 2 Honors (#2002430):
  • Intensive Science (#2000300):
  • Physical Science (#2003310):
  • Physical Science Honors (#2003320):
  • Physics 1 (#2003380):
  • Physics 1 Honors (#2003390):
  • Physics 2 Honors (#2003410):
  • Principles of Technology 1 (#2003600):
  • Principles of Technology 2 (#2003610):
  • Solar Energy Honors (#2002540):
  • Solar Energy 2 Honors (#2002550): This course is designed to educate students more specifically on the generation of heat from solar energy. Building on concepts from Solar Energy Honors, this course will focus largely on fluid mechanics and heat transfer in solar thermal systems (pool, space, and water heating), especially types of collectors, properties of suitable materials for collectors, open and closed loop systems, and types of heat storage. The course covers scientific, economic, and global impact analysis of current energy methods and new solar energy technologies for the generation of energy from heat, as well as careers in various areas of solar energy. Students will be guided through the process of certification for a solar energy technician.

    Special Notes: 
    Instructional Practices     
    Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis: 

    1. Ensuring wide reading from complex text that varies in length.
    2. Making close reading and rereading of texts central to lessons.
    3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
    4. Emphasizing students supporting answers based upon evidence from the text.
    5. Providing extensive research and writing opportunities (claims and evidence).


    Science and Engineering Practices     (NRC Framework for K-12 Science Education, 2010)

    • Asking questions (for science) and defining problems (for engineering).
    • Developing and using models.
    • Planning and carrying out investigations.
    • Analyzing and interpreting data.
    • Using mathematics, information and computer technology, and computational thinking.
    • Constructing explanations (for science) and designing solutions (for engineering).
    • Engaging in argument from evidence.
    • Obtaining, evaluating, and communicating information.
  • Space Technology and Engineering (#2002330):
  • M/J Physical Science, Advanced (#2003020):
  • Florida's Preinternational Baccalaureate Chemistry 1 (#2003800):
  • Access Chemistry 1 (#7920011):
  • Access Earth/Space Science (#7920020):
  • Access Integrated Science 1 (#7920025):
  • M/J Comprehensive Science 1 Accelerated Honors (#2002055):
  • M/J Comprehensive Science 2 Accelerated Honors (#2002085):
  • Integrated Science 1 for Credit Recovery (#2002405):
  • Integrated Science 2 for Credit Recovery (#2002425):
  • Chemistry 1 for Credit Recovery (#2003345):
  • Physics 1 for Credit Recovery (#2003385):
  • Florida's Preinternational Baccalaureate Physics 1 (#2003836):
  • Florida's Preinternational Baccalaureate Physics 2 (#2003838):
  • Access Physical Science (#7920022):
  • Environmental Science Honors (#2001341):
  • Meteorology Honors (#2001330): This interdisciplinary science course covers the fundamentals of meteorology, emphasizing the physical and chemical processes that control Earth’s weather and climate. Course topics include solar energy, atmospheric and oceanic movement, and energy transfer. Students will study and practice weather prediction using technology, data and models. In addition, students will learn the forces behind the formation of severe weather events. The course will cover the history of Earth’s climate and the practices and tools used to study meteorology as well as the forces behind fluctuations in the Earth’s weather and climate over time such as Milankovich Cycles, and ice ages. Students have the opportunity to access real-world empirical data to study weather patterns both globally and locally, model the processes that impact changes using basic mathematical expressions, graphing and statistics, and test the relationship between predictions and observations. The course also includes opportunities to practice science literacy by teaching from a range of complex texts that vary in length, and feature empirical evidence. Students will also be provided extensive research and writing opportunities (claims and evidence).

    Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

    This course has been designed for the teacher to select and teach only the appropriate standards corresponding to a student's grade level and/or instructional needs.

    English Language Development ELD Standards Special Notes Section:

    Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Science. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: {{AzureStorageLink}}/uploads/docs/standards/eld/sc.pdf.