Access Physical Science (#7920022) 


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Course Standards

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SC.912.E.7.1: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
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SC.912.E.7.In.1: Identify cycles that occur on Earth, such as the water and carbon cycles, and the role energy plays in them.
SC.912.E.7.Su.1: Recognize the phases of the water cycle that occur on Earth and the role energy plays in the water cycle.
SC.912.E.7.Pa.1: Recognize that clouds release rain (part of the water cycle).

SC.912.L.18.7: Identify the reactants, products, and basic functions of photosynthesis.
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SC.912.L.18.In.2: Identify the products and function of photosynthesis.
SC.912.L.18.Su.2: Recognize that the function of photosynthesis is to produce food for plants.
SC.912.L.18.Pa.2: Recognize that plants need water, light, and air to grow.

SC.912.L.18.8: Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
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SC.912.L.18.In.3: Identify that cells release energy from food so the organism can use it (cellular respiration).
SC.912.L.18.Su.3: Recognize that cells get energy from food.
SC.912.L.18.Pa.3: Identify that food is a source of energy.

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.
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SC.912.L.18.In.7: Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth.
SC.912.L.18.Su.6: Identify the important role of water in sustaining life of plants and animals.
SC.912.L.18.Pa.5: Recognize that plants and animals use water to live.

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: 
  1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).
  2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).
  3. Examine books and other sources of information to see what is already known,
  4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models).
  5. Plan investigations, (Design and evaluate a scientific investigation).
  6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).
  7. Pose answers, explanations, or descriptions of events,
  8. Generate explanations that explicate or describe natural phenomena (inferences),
  9. Use appropriate evidence and reasoning to justify these explanations to others,
  10. Communicate results of scientific investigations, and
  11. Evaluate the merits of the explanations produced by others.
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SC.912.N.1.In.1: Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of informtion to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions.
SC.912.N.1.Su.1: Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion.
SC.912.N.1.Pa.1: Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.

SC.912.N.1.2: Describe and explain what characterizes science and its methods.
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SC.912.N.1.In.2: Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions.
SC.912.N.1.Su.2: Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results.
SC.912.N.1.Pa.2: Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results.

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.
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SC.912.N.1.In.2: Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions.
SC.912.N.1.Su.2: Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results.
SC.912.N.1.Pa.2: Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results.

SC.912.N.1.4: Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
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SC.912.N.1.In.1: Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of informtion to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions.
SC.912.N.1.Su.1: Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion.
SC.912.N.1.Pa.1: Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.

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.
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SC.912.N.1.In.3: Identify that scientific investigations are sometimes repeated in different locations.
SC.912.N.1.Su.3: Recognize that scientific investigations can be repeated in different locations.
SC.912.N.1.Pa.3: Recognize that when a variety of common activities are repeated the same way, the outcomes are the same.

SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
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SC.912.N.1.In.1: Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of informtion to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions.
SC.912.N.1.Su.1: Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion.
SC.912.N.1.Pa.1: Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.

SC.912.N.1.7: Recognize the role of creativity in constructing scientific questions, methods and explanations.
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SC.912.N.1.In.4: Identify that scientists use many different methods in conducting their research.
SC.912.N.1.Su.4: Recognize that scientists use a variety of methods to get answers to their research questions.
SC.912.N.1.Pa.4: Recognize that people try different ways to complete a task when the first one does not work.

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).
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SC.912.N.2.In.1: Identify examples of investigations that involve science.
SC.912.N.2.Su.1: Identify questions that can be answered by science.
SC.912.N.2.Pa.1: Recognize an example of work by scientists.

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.
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SC.912.N.2.In.2: Distinguish between questions that can be answered by science and observable information and questions that can’t be answered by science and observable information.
SC.912.N.2.Su.1: Identify questions that can be answered by science.
SC.912.N.2.Pa.1: Recognize an example of work by scientists.

SC.912.N.2.3: Identify examples of pseudoscience (such as astrology, phrenology) in society.
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SC.912.N.2.In.2: Distinguish between questions that can be answered by science and observable information and questions that can’t be answered by science and observable information.
SC.912.N.2.Su.1: Identify questions that can be answered by science.
SC.912.N.2.Pa.1: Recognize an example of work by scientists.

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.
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SC.912.N.2.In.3: Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination.
SC.912.N.2.Su.2: Recognize that what is known about science can change based on new information.
SC.912.N.2.Pa.2: Recognize a variety of cause-effect relationships related to science.

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.
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SC.912.N.2.In.4: Identify major contributions of scientists.
SC.912.N.2.Su.3: Recognize major contributions of scientists.
SC.912.N.2.Pa.1: Recognize an example of work by scientists.

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.
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SC.912.N.3.In.1: Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation.
SC.912.N.3.Su.1: Recognize that scientific theories are supported by evidence and agreement of many scientists.
SC.912.N.3.Pa.1: Recognize examples of cause-effect descriptions or explanations related to science.

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.
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SC.912.N.3.In.1: Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation.
SC.912.N.3.Su.1: Recognize that scientific theories are supported by evidence and agreement of many scientists.
SC.912.N.3.Pa.1: Recognize examples of cause-effect descriptions or explanations related to 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.
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SC.912.N.3.In.2: Identify examples of scientific laws that describe relationships in the natural world, such as Newton’s laws.
SC.912.N.3.Su.2: Recognize examples of scientific laws that describe relationships in nature, such as Newton’s laws.
SC.912.N.3.Pa.1: Recognize examples of cause-effect descriptions or explanations related to science.

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.
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SC.912.N.3.In.1: Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation.
SC.912.N.3.In.2: Identify examples of scientific laws that describe relationships in the natural world, such as Newton’s laws.
SC.912.N.3.Su.1: Recognize that scientific theories are supported by evidence and agreement of many scientists.
SC.912.N.3.Su.2: Recognize examples of scientific laws that describe relationships in nature, such as Newton’s laws.
SC.912.N.3.Pa.1: Recognize examples of cause-effect descriptions or explanations related to science.

SC.912.N.3.5: Describe the function of models in science, and identify the wide range of models used in science.
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SC.912.N.3.In.3: Identify ways models are used in the study of science.
SC.912.N.3.Su.3: Recognize ways models are used in the study of science.
SC.912.N.3.Pa.2: Recognize a model used in the context of one’s own study of science.

SC.912.N.4.1: Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
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SC.912.N.4.In.1: Identify ways scientific knowledge and problem solving benefit people.
SC.912.N.4.Su.1: Recognize ways scientific knowledge and problem solving benefit people.
SC.912.N.4.Pa.1: Recognize science information that helps people.

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.
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SC.912.N.4.In.2: Identify that costs and benefits must be considered when choosing a strategy for solving a problem.
SC.912.N.4.Su.2: Recognize that some strategies may cost more to solve a problem.
SC.912.N.4.Pa.2: Recognize a local problem that can be solved by science.

SC.912.P.8.1: Differentiate among the four states of matter.
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SC.912.P.8.In.1: Classify states of matter as solid, liquid, and gaseous.
SC.912.P.8.Su.1: Identify examples of states of matter as solid, liquid, and gaseous.
SC.912.P.8.Pa.1: Select an example of a common solid, liquid, and gas.

SC.912.P.8.2: Differentiate between physical and chemical properties and physical and chemical changes of matter.
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SC.912.P.8.In.2: Compare characteristics of physical and chemical changes of matter.
SC.912.P.8.Su.2: Identify examples of physical and chemical changes.
SC.912.P.8.Pa.2: Recognize a common chemical change, such as cooking, burning, rusting, or decaying.

SC.912.P.8.4: Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.
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SC.912.P.8.In.3: Identify the nucleus as the center of an atom.
SC.912.P.8.Su.3: Recognize that atoms are tiny particles in materials, too small to see.
SC.912.P.8.Pa.3: Recognize that the parts of an object can be put together to make a whole.

SC.912.P.8.5: Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
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SC.912.P.8.In.4: Recognize that the periodic table includes all known elements.
SC.912.P.8.Su.4: Recognize examples of common elements, such as oxygen and hydrogen.
SC.912.P.8.Pa.4: Recognize that the parts of an object can be put together to make a whole.

SC.912.P.8.7: Interpret formula representations of molecules and compounds in terms of composition and structure.
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SC.912.P.8.In.6: Identify formulas for common compounds, such as H2O and CO2.
SC.912.P.8.Su.6: Match common chemical formulas to their common name, such as H2O to water.
SC.912.P.8.Pa.5: Match common compounds to their names or communication symbols.

SC.912.P.8.8: Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions.
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SC.912.P.8.In.2: Compare characteristics of physical and chemical changes of matter.
SC.912.P.8.Su.2: Identify examples of physical and chemical changes.
SC.912.P.8.Pa.2: Recognize a common chemical change, such as cooking, burning, rusting, or decaying.

SC.912.P.8.11: Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH.
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SC.912.P.8.In.7: Identify properties of common acids and bases.
SC.912.P.8.Su.7: Categorize common materials or foods as acids or bases.
SC.912.P.8.Pa.6: Recognize that some acids and bases can be dangerous and identify related hazard symbols.

SC.912.P.10.1: Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.
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SC.912.P.10.In.1: Identify examples of energy being transformed from one form to another (conserved quantity).
SC.912.P.10.Su.1: Recognize energy transformations that occur in everyday life, such as solar energy to electricity.
SC.912.P.10.Pa.1: Observe and recognize examples of the transformation of electrical energy to light and heat.

SC.912.P.10.3: Compare and contrast work and power qualitatively and quantitatively.
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SC.912.P.10.In.2: Identify power as work done in a certain amount of time using measurable terms, such as watts or horsepower.
SC.912.P.10.Su.2: Recognize the relationship between work and power, such as power is how fast a person or machine does work.
SC.912.P.10.Pa.2: Recognize that work requires energy.

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.
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SC.912.P.10.In.3: 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.
SC.912.P.10.Su.3: Observe and recognize ways that heat travels, such as through space (radiation), through solids (conduction), and through liquids and gases (convection).
SC.912.P.10.Pa.3: Recognize the source and recipient of heat transfer.

SC.912.P.10.5: Relate temperature to the average molecular kinetic energy.
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SC.912.P.10.In.3: 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.
SC.912.P.10.Su.3: Observe and recognize ways that heat travels, such as through space (radiation), through solids (conduction), and through liquids and gases (convection).
SC.912.P.10.Pa.3: Recognize the source and recipient of heat transfer.

SC.912.P.10.7: Distinguish between endothermic and exothermic chemical processes.
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SC.912.P.10.In.4: Describe a process that gives off heat (exothermic), such as burning, and a process that absorbs heat (endothermic), such as water coming to a boil.
SC.912.P.10.Su.4: Recognize common processes that give off heat (exothermic), such as burning, and processes that absorb heat (endothermic), such as water coming to a boil.
SC.912.P.10.Pa.4: Identify materials that provide protection (insulation) from heat.

SC.912.P.10.10: Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).
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SC.912.P.10.In.5: Identify fundamental forces, including gravitational and electromagnetic.
SC.912.P.10.Su.6: Recognize fundamental forces, such as gravitational.
SC.912.P.10.Pa.6: Recognize that an object falls unless stopped (gravity).

SC.912.P.10.12: Differentiate between chemical and nuclear reactions.
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SC.912.P.10.In.6: Identify that atoms can be changed to release energy, such as in nuclear power plants, and recognize one related safety issue.
SC.912.P.10.Su.5: Recognize that nuclear power plants generate electricity and can be dangerous.
SC.912.P.10.Pa.5: Recognize the universal symbols for radioactive and other hazardous materials.

SC.912.P.10.14: Differentiate among conductors, semiconductors, and insulators.
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SC.912.P.10.In.7: Identify common conductors and insulators of electricity.
SC.912.P.10.Su.7: Recognize common objects that conduct electricity (conductors) and objects that do not conduct electricity (insulators).
SC.912.P.10.Pa.7: Recognize safe and unsafe practices related to the use of electricity, such as keeping foreign objects out of electrical sockets and not using electrical devices around water.

SC.912.P.10.15: Investigate and explain the relationships among current, voltage, resistance, and power.
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SC.912.P.10.In.8: Identify that some electrical devices use different types of power sources and explain what might happen if incorrect electrical components are used.
SC.912.P.10.Su.8: Recognize that some electrical devices use different types of power sources.
SC.912.P.10.Pa.8: Demonstrate opening and closing an electrical circuit to turn an electrical device on and off.

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.
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SC.912.P.10.In.9: Identify common applications of electromagnetic waves moving through different media, such as radio waves, microwaves, x-rays, or infrared.
SC.912.P.10.Su.10: Recognize examples of electromagnetic waves moving through different media, such as microwave ovens, radios, and x-rays.
SC.912.P.10.Pa.10: Recognize primary and secondary colors in visible light.

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.
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SC.912.P.10.In.9: Identify common applications of electromagnetic waves moving through different media, such as radio waves, microwaves, x-rays, or infrared.
SC.912.P.10.Su.10: Recognize examples of electromagnetic waves moving through different media, such as microwave ovens, radios, and x-rays.
SC.912.P.10.Pa.10: Recognize primary and secondary colors in visible light.

SC.912.P.12.2: Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
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SC.912.P.12.In.2: Identify acceleration as a change in speed or direction.
SC.912.P.12.Su.2: Recognize that acceleration generally involves a change in speed.
SC.912.P.12.Pa.2: Identify the speed and direction of a moving object, including fast and slow, up and down, round and round, straight line.

SC.912.P.12.3: Interpret and apply Newton's three laws of motion.
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SC.912.P.12.In.3: Recognize various situations that show Newton’s third law of motion: for every action there is an equal and opposite reaction.
SC.912.P.12.Su.3: Recognize the action and reaction in a situation that show Newton’s third law of motion: for every action there is an equal and opposite reaction.
SC.912.P.12.Pa.3: Identify the source of the force moving an object.

SC.912.P.12.4: Describe how the gravitational force between two objects depends on their masses and the distance between them.
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SC.912.P.12.In.4: Identify examples of how gravity attracts other objects, such as people to Earth or orbits of planets in the Solar System.
SC.912.P.12.Su.4: Identify that gravity is a force that attracts objects.
SC.912.P.12.Pa.4: Recognize that things fall down toward Earth unless stopped or held up (gravity).

SC.912.P.12.7: Recognize that nothing travels faster than the speed of light in vacuum which is the same for all observers no matter how they or the light source are moving.
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SC.912.P.12.In.5: Recognize that the speed of light is always the same.
SC.912.P.12.Su.5: Recognize that light travels very fast.
SC.912.P.12.Pa.5: Recognize ways to stop light from traveling, such as closing a door.

SC.912.P.12.10: Interpret the behavior of ideal gases in terms of kinetic molecular theory.
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SC.912.P.12.In.6: Identify that gases exert pressure in a closed surface, such as pressure inside a basketball or a hot air balloon.
SC.912.P.12.Su.6: Recognize that a gas can exert pressure, such as in balloons, car tires, or pool floats.
SC.912.P.12.Pa.6: Recognize that some objects contain air, such as balloons, tires, and balls.

SC.912.P.12.11: Describe phase transitions in terms of kinetic molecular theory.
SC.912.P.12.12: Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

GENERAL NOTES

Access courses:  Access courses are intended only for students with a significant cognitive disability.  Access courses are designed to provide students with access to the general curriculum.  Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations.  The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent).  Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs).  EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

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.


General Information

Course Number: 7920022 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS PHYSICAL SCI
Number of Credits: Course may be taken for up to two credits
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Type: Core Academic Course
Course Status: Draft - Course Pending Approval
Grade Level(s): 9,10,11,12,30,31
Graduation Requirement: Equally Rigorous Science



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Science (Elementary Grades 1-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Science (Secondary Grades 7-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physics (Grades 6-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Physics (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Science (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Science (Secondary Grades 7-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physics (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Science (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Physics (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Middle Grades General Science (Middle Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Physics (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)


There are more than 1775 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22551