Competency Assurance - Science

Structure of Atoms:  Students will understand the structure of matter and its relationship to energy.

Academic Expectations:  2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time

Core Content

Sample Demonstrators, Skills, Activities

SC-H-1.1.1     

Matter is made of minute particles called atoms, and atoms are composed of even smaller components.  The components of an atom have measurable properties such as mass and electrical charge.  Each atom has a positively charged nucleus surrounded by negatively charged electrons.  The electric force between the nucleus and the electrons holds the atom together.

• Represent the structure of an atom with different types of 3-D or paper and pencil models.
• Relate the changes in models of the atom to the discovery of subatomic particles.

SC-H-1.1.2     

The atom’s nucleus is composed of protons and neutrons that are much more massive than electrons.  When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element.

• Describe the forces among the particles that make up an atom.
• Relate the forces between the parts of the atom to its shape, size, chemical activity, bonding, etc.

SC-H-1.1.3     

The forces that hold the nucleus together, at nuclear distances, are usually stronger than the forces that would make it fly apart.  Nuclear reactions convert a fraction of the mass of interacting particles into energy, and they can release much greater amounts of energy than atomic interactions.  Fission is the splitting of a large nucleus into smaller pieces.  Fusion is the joining of two nuclei at extremely high temperature and pressure.  Fusion is the process responsible for the energy of the Sun and other stars.

• Construct a diagram of a radioactive decay sequence.
• Discuss the evidence that supports the concept of radioactive decay.
• Describe the fusion process and how its products are environmentally friendly.

Content Area: Physical Science

Level: High School

Subtopic: Structure of Atoms; Students will understand the structure of matter and its relationship to energy

Core Content: SC-H-1.1.1, SC-H-1.1.2, SC-H-1.1.3

4

• The response is complete and shows a solid understanding of the structure of matter and its relationship to energy.
• The student fully explains how they know that Helium has two protons, two neutrons and two electrons.  The student expresses that the protons and neutrons are located in the nucleus and make up most of the mass of the atom.  The student notes that the electrons move about the nucleus and give the atom the majority of its volume, but they contribute very little to the mass of the atom. 
• The student explains that the negative electrons are attracted to the positive nucleus via electromagnetic force.  The student discusses that the protons in the nucleus repel each other and the strong and weak nuclear forces oppose this electromagnetic repulsion and hold the nucleus together.  The student recognizes that gravitational forces attract everything, but the magnitudes of the gravitational forces are very very small.
• The student discusses that it takes energy to push Hydrogen protons together to form Helium.  That amount of energy and more is released when the protons get close enough for the strong and weak forces to take over and hold the protons in place.

3

• The response shows an understanding of the structure of matter and its relationship to energy.
• The response may lack detail or contain minor errors or misconceptions. 
• Student may have omitted the discussion of gravitational force.

2

• The response shows limited understanding of the structure of matter and its relationship to energy. 
• The response may contain errors, misconceptions, and omissions.

1

• The response shows minimal understanding of the structure of matter and its relationship to energy. 
• The response is mostly incorrect and contains major errors and omissions.

0

• No response or response is totally incorrect or irrelevant

Structure and Properties of Matter:  Students will understand that compounds result from the interactions of atoms and that these interactions influence the compound’s characteristics.

Academic Expectations:  2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time

Core Content

Sample Demonstrators, Skills, Activities

SC-H-1.2.1     

Atoms interact with each other by transferring or sharing outermost electrons.  These outer electrons govern the chemical properties of the element.

• Differentiate bond types between elements within a compound using a variety of electron structure models.
• Predict the physical and chemical properties of compounds from the bond types present within the compound.

SC-H-1.2.2     

An element is composed of a single type of atom.  When elements are listed according to the number of protons, repeating patterns of physical and chemical properties identify families of elements with similar properties.  The periodic table is a consequence of the repeating pattern of outermost electrons.

• Design a periodic table using chemical and/or physical properties.
• Identify trends in physical and chemical properties of the elements used to construct the periodic table.

SC-H-1.2.3     

Bonds between atoms are created when outer electrons are paired by being transferred or shared.  A compound is formed when two or more kinds of atoms bind together chemically.

• Predict compound stability using data that suggest bond types between the elements within the compound.

SC-H-1.2.4     

The physical properties of compounds reflect the nature of the interactions among molecules.  These interactions are determined by the structure of the molecule including the constituent atoms.

• Differentiate physical and chemical properties among compounds with different bond types.
• Design an experiment to determine the effects of pressure, temperature, and volume on gases.

SC-H-1.2.5     

Solids, liquids, and gases differ in the distances between molecules or atoms and therefore the energy that binds them together.  In solids, the structure is nearly rigid; in liquids, molecules or atoms move around each other but do not move apart; and in gases, molecules or atoms move almost independently of each other and are relatively far apart.

• Explain a phase diagram for water using the kinetic molecular theory.

SC-H-1.2.6     

In conducting materials, electrons flow easily; whereas, in insulating materials, they can hardly flow at all.  Semi-conducting materials have intermediate behavior. At low temperatures, some materials become superconductors and offer no resistance to the flow of electrons.

• Determine the correlation between superconductivity and temperature.
• Design and perform an investigation to determine the conductivity of various materials.

Content Area: Physical Science

Level: High School

Subtopic: Structure and Properties of Matter; Students will understand that compounds result from the interactions of atoms and that these interactions influence the compounds characteristics.

Core Content:   SC-H-1.2.1, SC-H-1.2.2, SC-H-1.2.3, SC-H-1.2.4, SC-H-1.2.5, SC-H-1.2.6

4

• The response is complete and shows a solid understanding of the structure and properties of matter.
• The student explains the basic structural differences between ionic and covalent bonds.
• The student recognizes that ionic bonds are formed when one atom gives up an electron to another atom.  The student explains that when one atom gives its electron to another the atoms become oppositely charged ions, the electromagnetic force between the oppositely charged ions is strong and therefore the resulting compound is stable.
• The student discusses how and why these different types of bonds affect the characteristics of resulting compounds.
  • The student recognizes that covalent bonds are formed when one atom shares an electron with another atom. 
  • The student explains that the covalent bond is formed by both nuclei being attracted to the shared electron, covalent bonds are not as strong as ionic bonds.
• The student discusses that since ionic bonds are stronger than covalent bonds, ionic bonded compounds will have higher melting points, higher electrical conductivity, and smell less than covalently bonded compounds.

3

• The response shows an understanding of the structure and properties of matter. 
• The response may show lack of detail or contain minor errors or misconceptions.

2

• The response shows limited understanding of the structure and properties of matter.
• The response may contain errors, misconceptions, and omissions.

1

• The response shows minimal understanding of the structure and properties of matter.
• The response is mostly incorrect and contains major errors and omissions.

0

• No response or response is totally incorrect or irrelevant

Chemical Reactions:  Students will understand that chemical reactions occur everywhere and that chemical reaction rates can vary.

Academic Expectations:  2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time

Core Content

Sample Demonstrators, Skills, Activities

SC-H-1.3.1     

Chemical reactions occur all around us and in every cell in our bodies.  These reactions may release or consume energy.

• Observe chemical reactions and categorize them by the energy conversions that occur.

SC-H-1.3.2     

Rates of chemical reactions vary.  Reaction rates depend on concentration, temperature, and properties of reactants.  Catalysts speed up chemical reactions.

• Design an experiment to identify the variables that affect reaction rates.
• Discuss the effects of catalysts and inhibitors on chemical reactions.

Content Area: Physical Science

Level: High School

Subtopic: Chemical Reactions; Students will understand that chemical reactions occur everywhere and that chemical reaction rates can vary.

Core Content: SC-H-1.3.1, SC-H-1.3.2

4

• The response is complete and shows a solid understanding of chemical reactions and rates.
• The student gives a valid example of an everyday chemical reaction.  For example, the student may mention rusting, limestone reacting with acid rain, baking soda reacting with vinegar, etc. 
• The student discusses two of the following four ways that the rate of the chemical reaction could be changed.  The student discusses methods for changing the reaction rate must relate to the student’s example chemical reaction.
• Changing the temperature.  Higher temperature would increase the reaction rate.
• Changing the concentration.  Higher concentration of reactants would increase the reaction rate.
• Changing the surface area.  Increasing the exposed surface area would increase the reaction rate.
• Adding a catalyst to the reaction would increase the reaction rate.

3

• The response shows an understanding of chemical reactions and rates. 
• The response may show lack of detail or contain minor errors or misconceptions.

2

• The response shows limited understanding of chemical reactions and rates.
• The response may contain errors, misconceptions, and omissions.

1

• The response shows minimal understanding of chemical reactions and rates.
• The response is mostly incorrect and contains major errors and omissions.

0

• No response or response is totally incorrect or irrelevant

Motions and Forces:  Students will recognize forces as interactions that change motion and be able to give examples of universal forces.

Academic Expectations:  2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time

Core Content

Sample Demonstrators, Skills, Activities

SC-H-1.4.1     

Objects change their motion only when a net force is applied.  Laws of motion are used to describe the effects of forces on the motion of objects.

• Manipulate variables within an experiment to determine the effects of forces on the motion of objects

SC-H-1.4.2     

Gravity is a universal force that each mass exerts on every other mass.

• Predict outcomes of a real world situation, using the Universal Law of Gravitation
• Manipulate variables by the use of mathematical formulas to express the relationship between gravity and mass.

SC-H-1.4.3     

The electric force is a universal force that exists between any two charged objects.  Opposite charges attract while like charges repel.

• Analyze the relationships between charged objects.

SC-H-1.4.4     

Electricity and magnetism are two aspects of a single electromagnetic force.  Moving electric charges produce magnetic forces, and moving magnets produce electric forces. This idea underlies the operation of electric motors and generators.

• Represent an idea, structure, or system with various types of models for both electric and magnetic fields.
• Design an experiment that determines the relationship between electric fields.
• Investigate and observe how electric and magnetic forces work together or affect each other.

Content Area: Physical Science

Level: High School

Subtopic: Motion and Forces; Students will recognize forces as interactions that change motion and be able to give examples of universal forces.

Core Content: SC-H-1.4.1, SC-H-1.4.2

4

• The response is complete and shows a solid understanding of forces and how they affect motion. 
• The student identifies friction, weight (mg), normal force (support force from table), and the woman’s push as being the initial forces on the box.  The student may also consider air resistance to be a non-negligible force.  Buoyancy may be discussed but it should be deemed a negligible force, since the box is much denser than the surrounding air.  The student should recognize that when the box moves at constant velocity all of the forces on the box cancel each other, so that the net force on the box is zero. The cancellation of the horizontal forces should be specifically mentioned.
• The student recognizes that if the woman pushes twice as hard her push would be greater than the frictional force and the box would accelerate in the direction of the woman’s push.  This acceleration will be maintained as long as the net force on the box does not change.  However, the student may mention that if air resistance is not negligible it will increase as the box goes faster, the acceleration will decease, and eventually air resistance and  friction will cancel the woman’s push and the box will move with a constant velocity.  This is similar to the idea of “terminal velocity”.
• The student recognizes that when the woman stops pushing the frictional force will be an un-balanced force on the box and the box will accelerate in the direction of the frictional force. Air resistance may also be mentioned as an un-balanced force contributing to the acceleration of the box.

3

• The response shows an understanding of forces and how they affect motion.
• The response may lack detail or contain minor errors or misconceptions.

2

• The response shows limited understanding of forces and how they affect motion. 
• The response may contain errors, misconceptions, and omissions.

1

• The response shows minimal understanding of forces and how they affect motion. 
• The response is mostly incorrect and contains major errors and omissions.

0

• No response or response is totally incorrect or irrelevant

Conservation of Energy and Increase in Disorder:  Students will recognize that while the total energy of the universe does not change, it may be stored in different, less useful ways.

Academic Expectations:  2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time

Core Content

Sample Demonstrators, Skills, Activities

SC-H-1.5.1     

The total energy of the universe is constant.  Energy can be transferred in many ways, but it can neither be created nor destroyed.

• Analyze the concept of conservation in the universe.
• Investigate the processes that return a system to equilibrium following a disruptive occurrence.
• Evaluate a system to determine ways in which equilibrium can be maintained.

SC-H-1.5.2     

All energy can be considered to be either kinetic energy, potential energy, or energy contained by a field (e.g., electric, magnetic, gravitational).

• Differentiate between various types of energy.
• Demonstrate the energy conversions that occur in an interaction.
• Create a system that converts energy from one form to others.

SC-H-1.5.3     

Heat is the manifestation of the random motion and vibrations of atoms, molecules, and ions.  The greater the atomic or molecular motion, the higher the temperature.

• Use data to predict the effects of temperature on molecular motion and atomic structure.
• Investigate the correlation among temperature, pressure, and volume.

SC-H-1.5.4     

The universe becomes less orderly and less organized over time.  Thus, the overall effect is that the energy is spread out uniformly.  For example, in the operation of mechanical systems, the useful energy output is always less than the energy input; the difference appears as heat.

• Demonstrate how living and nonliving things move toward disorder over time.

Content Area: Physical Science

Level: High School

Subtopic: Conservation of Energy and Increase in Disorder; Students will recognize that while the total energy of the universe does not change, it may be stored in different, less useful ways.

Core Content: SC-H-1.5.1, SC-H-1.5.2, SC-H-1.5.3, SC-H-1.5.4

4

The response is complete and shows a solid understanding of conservation of energy and increase in disorder. 

• The student describes the energy changes from the time the toy begins to move upward until it returns to the table.
  1.  The student identifies all of the energy as being in the form of elastic (or spring) potential energy before the toy begins its upward motion.
  2. The student discusses the shift from elastic potential energy into primarily kinetic energy as the spring opens. The student also recognizes that some of the energy goes into dissipated forms.  For example, internal kinetic energy of the molecules of the spring, kinetic energy of the air molecules surrounding the spring, and sound energy.  The warming of the spring and surrounding air as well as the sound the toy makes evidences this shift to dissipated energy.  The elastic potential energy before the toy leaves the table is equal to the elastic plus kinetic plus dissipated energy as the toy rises in the air.
  3. The student discusses the shift from kinetic energy to gravitational potential energy as the toy rises into the air, with maximum gravitational energy being attained when the toy is at the apex of its hop.  Again the student recognizes that some of the energy goes into dissipated forms, namely kinetic energy of the surrounding air. The student also recognizes that although the proportion of energy in each form changes, the total energy stays the same.
  4. The student recognizes the shift from gravitation energy back to kinetic energy as the toy moves back toward the table. Again the student recognizes that some of the energy goes into dissipated forms, namely kinetic energy of the surrounding air. The student again recognizes that although the proportion of energy in each form changes, but the total energy stays the same.
• The student recognizes that when the toy returns to the table the energy goes into dissipated form.  The internal kinetic energy of the toy and table is increased, and some of the energy goes into sound as the toy hits the table.  This energy is dissipated more and more until ultimately it goes to increasing the overall temperature of the universe, at this point energy is in its least usable form, however the total amount of energy remains the same.

3

• The response shows an understanding of conservation of energy and increase in disorder.
• The response may lack detail or contain minor errors or misconceptions.  The lack of detail may involve discussion of dissipated energy during the toys motion before returning to the table.

2

• The response shows limited understanding of conservation of energy and increase in disorder.
• The response may contain errors, misconceptions, and omissions.

1

• The response shows minimal understanding of conservation of energy and increase in disorder.  The response is mostly incorrect and contains major errors and omissions.

0

• No response or response is totally incorrect or irrelevant

Interactions of Energy and Matter:  Students will recognize waves as a means of transferring energy.

Academic Expectations:  2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time

Core Content

Sample Demonstrators, Skills, Activities

SC-H-1.6.1     

Waves, including sound and seismic waves, waves on water, and electromagnetic waves, can transfer energy when they interact with matter.  Apparent changes in frequency can provide information about relative motion.

• Use a model to analyze and predict behavior of various types of waves.
• Identify and analyze how waves carry and transfer energy.

SC-H-1.6.2     

Electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma rays, result when a charged object is accelerated.

• Use a model to explore the creation of electromagnetic waves and predict their characteristics.

Content Area: Physical Science

Level: High School

Subtopic: Interactions of Energy and Matter; Students will recognize waves as a means of transferring energy.

Core Content: SC-H-1.6.1, SC-H-1.6.2

4

• The response is complete and shows a solid understanding of the interaction between energy and matter and how waves are a means of transferring energy.
• The student recognizes that the sound level increases when the fork is placed in contact with the table.  The student explains that this happens because the molecules of the table are made to vibrate by the mechanical waves generated by the vibration of the tuning fork.  The student discusses that the table vibrates with the turning fork and the vibrations feed off of each other, thereby increasing the overall vibration.  This vibration is transferred to the air and the sound waves ultimately reaching the listener’s ears, the larger vibration means that the sound heard by the listener will be louder.
• The student discusses the idea that the total energy of the situation does not change when you place the tuning fork on the table.  Placing the tuning fork against the table causes the energy of the vibrating tuning fork to be transferred into sound energy at a greater rate than if the tuning fork was not on the table.  Therefore placing it against the table will decrease the time the tuning fork vibrates.

3

• The response shows an understanding of the interaction between energy and matter and how waves are a means of transferring energy. 
• The response may show lack of detail or contain minor errors or misconceptions

2

• The response shows limited understanding of the interaction between energy and matter and how waves are a means of transferring energy.  
• The response may contain errors, misconceptions, and omissions.

1

• The response shows minimal understanding of the interaction between energy and matter and how waves are a means of transferring energy. 
• The response is mostly incorrect and contains major errors and omissions.

0

• No response or response is totally incorrect or irrelevant