|SC.912.E.5.7:||Relate the history of and explain the justification for future space exploration and continuing technology development.|
|SC.912.E.5.8:||Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools.|
|SC.912.E.5.9:||Analyze the broad effects of space exploration on the economy and culture of Florida.|
|SC.912.E.5.10:||Describe and apply the coordinate system used to locate objects in the sky.|
|SC.912.E.5.11:||Distinguish the various methods of measuring astronomical distances and apply each in appropriate situations.|
|SC.912.E.6.6:||Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.|
|SC.912.E.7.7:||Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.|
|SC.912.L.15.2:||Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another.|
|SC.912.L.16.10:||Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.|
|SC.912.L.17.11:||Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.|
|SC.912.L.17.15:||Discuss the effects of technology on environmental quality.|
|SC.912.L.18.12:||Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.|
|SC.912.N.1.1:|| Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: |
|SC.912.N.1.2:||Describe and explain what characterizes science and its methods.|
|SC.912.N.1.3:||Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.|
|SC.912.N.1.4:||Identify sources of information and assess their reliability according to the strict standards of scientific investigation.|
|SC.912.N.1.5:||Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.|
|SC.912.N.1.6:||Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.|
|SC.912.N.1.7:||Recognize the role of creativity in constructing scientific questions, methods and explanations.|
|SC.912.N.2.1:||Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).|
|SC.912.N.2.2:||Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.|
|SC.912.N.2.3:||Identify examples of pseudoscience (such as astrology, phrenology) in society.|
|SC.912.N.2.4:||Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.|
|SC.912.N.2.5:||Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.|
|SC.912.N.3.1:||Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.|
|SC.912.N.3.2:||Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.|
|SC.912.N.3.3:||Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.|
|SC.912.N.3.4:||Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.|
|SC.912.N.3.5:||Describe the function of models in science, and identify the wide range of models used in science.|
|SC.912.N.4.1:||Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.|
|SC.912.N.4.2:||Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.|
|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.10.6:||Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum.|
|SC.912.P.10.8:||Explain entropy's role in determining the efficiency of processes that convert energy to work.|
|SC.912.P.10.9:||Describe the quantization of energy at the atomic level.|
|SC.912.P.10.10:||Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).|
|SC.912.P.10.11:||Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues.|
|SC.912.P.10.12:||Differentiate between chemical and nuclear reactions.|
|SC.912.P.10.16:||Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies.|
|SC.912.P.10.17:||Explore the theory of electromagnetism by explaining electromagnetic waves in terms of oscillating electric and magnetic fields.|
|SC.912.P.10.18:||Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.|
|SC.912.P.10.19:||Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not.|
|SC.912.P.10.21:||Qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver.|
|SC.912.P.12.5:||Apply the law of conservation of linear momentum to interactions, such as collisions between objects.|
|SC.912.P.12.6:||Qualitatively apply the concept of angular momentum.|
|SC.912.P.12.8:||Recognize that Newton's Laws are a limiting case of Einstein's Special Theory of Relativity at speeds that are much smaller than the speed of light.|
|SC.912.P.12.9:||Recognize that time, length, and energy depend on the frame of reference.|
|SC.912.P.12.10:||Interpret the behavior of ideal gases in terms of kinetic molecular theory.|
|LAFS.1112.RST.1.1 (Archived Standard):||Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.|
|LAFS.1112.RST.1.2 (Archived Standard):||Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.|
|LAFS.1112.RST.1.3 (Archived Standard):||Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.|
|LAFS.1112.RST.2.4 (Archived Standard):||Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.|
|LAFS.1112.RST.2.5 (Archived Standard):||Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.|
|LAFS.1112.RST.2.6 (Archived Standard):||Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.|
|LAFS.1112.RST.3.7 (Archived Standard):||Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.|
|LAFS.1112.RST.3.8 (Archived Standard):||Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.|
|LAFS.1112.RST.3.9 (Archived Standard):||Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.|
|LAFS.1112.RST.4.10 (Archived Standard):||By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.|
|LAFS.1112.SL.1.1 (Archived Standard):|| Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |
|LAFS.1112.SL.1.2 (Archived Standard):||Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.|
|LAFS.1112.SL.1.3 (Archived Standard):||Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.|
|LAFS.1112.SL.2.4 (Archived Standard):||Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.|
|LAFS.1112.SL.2.5 (Archived Standard):||Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.|
|LAFS.1112.WHST.1.1 (Archived Standard):|| Write arguments focused on discipline-specific content. |
|LAFS.1112.WHST.1.2 (Archived Standard):|| Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|LAFS.1112.WHST.2.4 (Archived Standard):||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|LAFS.1112.WHST.2.5 (Archived Standard):||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|LAFS.1112.WHST.2.6 (Archived Standard):||Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.|
|LAFS.1112.WHST.3.7 (Archived Standard):||Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|LAFS.1112.WHST.3.8 (Archived Standard):||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.|
|LAFS.1112.WHST.3.9 (Archived Standard):||Draw evidence from informational texts to support analysis, reflection, and research.|
|LAFS.1112.WHST.4.10 (Archived Standard):||Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|
|LAFS.910.RST.1.1 (Archived Standard):||Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.|
|LAFS.910.RST.1.3 (Archived Standard):||Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.|
|LAFS.910.RST.3.7 (Archived Standard):||Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.|
|LAFS.910.WHST.1.2 (Archived Standard):|| Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|LAFS.910.WHST.3.9 (Archived Standard):||Draw evidence from informational texts to support analysis, reflection, and research.|
|MAFS.912.F-IF.2.4 (Archived Standard):||For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. ★|
|MAFS.912.F-IF.3.7 (Archived Standard):|| Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. ★|
|MAFS.912.G-MG.1.2 (Archived Standard):||Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). ★|
|MAFS.912.N-Q.1.1 (Archived Standard):||Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ★|
|MAFS.912.N-Q.1.3 (Archived Standard):||Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★|
|MAFS.912.N-VM.1.1 (Archived Standard):||Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).|
|MAFS.912.N-VM.1.2 (Archived Standard):||Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.|
|MAFS.912.N-VM.1.3 (Archived Standard):||Solve problems involving velocity and other quantities that can be represented by vectors.|
|MAFS.912.S-IC.2.6 (Archived Standard):||Evaluate reports based on data. ★|
|MAFS.912.S-ID.1.1 (Archived Standard):|| Represent data with plots on the real number line (dot plots,
histograms, and box plots). ★|
|MAFS.912.S-ID.1.2 (Archived Standard):|| Use statistics appropriate to the shape of the data distribution to
compare center (median, mean) and spread (interquartile range,
standard deviation) of two or more different data sets. ★|
|MAFS.912.S-ID.1.3 (Archived Standard):|| Interpret differences in shape, center, and spread in the context of
the data sets, accounting for possible effects of extreme data points
|MAFS.912.S-ID.1.4 (Archived Standard):||Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. ★|
|MAFS.912.S-ID.2.5 (Archived Standard):||Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. ★|
|MAFS.912.S-ID.2.6 (Archived Standard):|| Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. ★|
|ELD.K12.ELL.SC.1:||English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.|
General Course Information and Notes
While the content focus of this course is consistent with the Physics 2 course, students will explore these concepts in greater depth as preparatory work for the IB Physics course(s) while building on the work of the Pre-IB Physics 1 course. In general, the academic pace and rigor will be greatly increased for pre-IB level coursework. Coursework should include opportunities for students to develop their understanding of both theory and experiments, developing traditional practical skills and techniques while also developing interpersonal and digital communication skills in preparation for the IB Physics course.
Integral to the experience of students in Pre-IB Physics courses is their experience in the classroom laboratory or in the field. Practical activities allow students to interact directly with natural phenomena and secondary data sources. These experiences provide the students with the opportunity to design investigations, collect data, develop manipulative skills, analyze results, collaborate with peers and evaluate and communicate their findings. Experiments can be used to introduce a topic, investigate a phenomenon or allow students to consider and examine questions and curiosities. These laboratory experiences are essential as preparatory work for the IB Physics course(s).
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routing basis:
- Ensuring wide reading from complex text that varies in length.
- Making close reading and rereading of texts central to lessons.
- Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
- Emphasizing students supporting answers based upon evidence from the text.
- 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.
Mathematical Practice (MP)
Integrate Mathematics Practice standards as applicable.
- MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
- MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
- MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
- MAFS.K12.MP.4.1 Model with mathematics.
- MAFS.K12.MP.5.1 Use appropriate tools strategically.
- MAFS.K12.MP.6.1 Attend to precision.
- MAFS.K12.MP.7.1 Look for and make use of structure.
- MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
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.
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: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/sc.pdf.
Appropriate grade levels standards in Language Arts should be used for students in Grades 9-10 and Grades 11-12.
|Course Number: 2003838||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Science > SubSubject: Physical Sciences >
|Abbreviated Title: FL PRE-IB PHYSICS 2|
|Number of Credits: One (1) credit|
|Course Type: Core Academic Course||Course Level: 3|
|Course Status: Terminated|
|Grade Level(s): 9,10|
|Graduation Requirement: Equally Rigorous Science|
| Physics (Grades 6-12)|