Competency Assurance - Science

Properties and Changes of Properties in Matter: The student will be able to differentiate, classify and identify substances according to their chemical and physical properties.

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

State Core Content

Sample Demonstrators, Skills, and Activities

SC-M-1.1.1 

A substance has characteristic physical properties (e.g., density, boiling point, solubility) that are independent of the amount of the sample.  A mixture of substances often can be separated into the original substances by using one or more of these characteristic physical properties.

• Identify characteristic properties of substances using one or more methods for measuring/observing these properties.
• Differentiate between Physical and Chemical changes when substances interact with each other through heating, mixing, or other means.
• Design a procedure to separate the components of a mixture.
• Design and conduct an experiment to determine factors which affect the solubility of a substance in water.
• Identify an unknown substance using chemical and physical properties.

SC-M-1.1.2 

The chemical properties of a substance cause it to react in predictable ways with other substances to form compounds with different characteristic properties.  In chemical reactions, the total mass is conserved.  Substances are often classified into groups if they react in similar ways.

• Design an experiment to investigate the conservation of mass in a chemical reaction.
• Identify characteristics of chemical elements and compare to the characteristics of compounds.
• Design a method to organize elements (or compounds) by their characteristic properties.

SC-M-1.1.3 

Chemical elements do not break down during normal laboratory reactions such as heating, exposure to electric currents, or reaction with acids.  Elements combine in many ways to produce compounds.

• Describe the grouping of substances with common chemical properties
• Identify factors that influence reaction rates.
• Design an experiment to determine which factors most influence the rate of a chemical reaction between two substances.

Content Area: Physical Science

Level: Middle School

Subtopic:  Properties and Changes of Properties in Matter:  The student will be able to differentiate, classify and identify substances according to their chemical and physical properties.

Core Content: SC-M-1.1.1, SC-M-1.1.2

SCORE

DESCRIPTION

4

• Student lists at least four tests (2 chemical/2physical). 
• States which are chemical and which are physical
• Explains why each test is chemical or physical

3

• Student lists at least three tests (any combination of both)
• States which are chemical and which are physical
• explains why each test is chemical or physical

2

• Student lists at least two tests (2 chemical, 2 physical or one of each)
• States which are chemical and which are physical
• Explains why each test is chemical or physical

1

• Student lists one or two tests but does not include any explanation.

0

• Blank or inappropriate answer

PHYSICAL CHANGE  

CHEMICAL CHANGE

• Conductivity 
• Change in state     
• Color    
• Texture        
• Smell   
• Taste               
• Solubility
• Density

• heat transfers
• color changes
• oxidations
• pH change
• formulations of gas

Motions and Forces: The student will describe the motion of an object using the concepts of inertia, balanced and unbalanced force.

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

State Core Content

Sample Demonstrators, Skills, and Activities

SC-M-1.2.1 

The motion of an object can be described by its relative position, direction of motion, and speed.  That motion can be measured and represented on a graph.

• Use graphs to demonstrate the changes in motion of a car as it accelerates away from a stoplight, reaches the speed limit, and finally comes to rest at the next stoplight.
• Explain the differences between the graphs of motion of two objects, each traveling at a different constant velocity.
• Use  a motion sensor and CBL or computer system to investigate the movement of an object or a person.
• Construct a graph showing the change of a moving object’s position along a straight line over a period of time.
• Use a graph of an object’s motion to predict future positions of the object and to calculate speed.
• Use the speed formula s=d/t to calculate an individual’s running speed.

SC-M.1.2.2 

An object remains at rest or maintains a constant speed and direction of motion unless an unbalanced force acts on it.

• Describe how the motion of an object changes when it moves from a frictionless surface onto a surface with friction.
• Describe a force by the way an object reacts when the force is applied.
• Observe and describe the motion of piece of dry ice on a large smooth surface.
• Measure and compare the amount of force required to start different masses moving from a rest position.
• Observe the effect of different surfaces on the movement of objects as a result of friction.
• Model and measure the forces at work on a balanced see saw and an unbalanced see saw by using a double pan balance.

SC-M-1.2.3

When an unbalanced force acts on an object, the change in speed and/or direction depends on the size and direction of the force.

• Develop a demonstration that shows how an unbalanced force can cause two distinctly different types of motion.
• Use real objects to demonstrate how forces always act in pairs, but never on the same object at the same time.
• Use vector diagrams to analyze the motion of an object under the influence of more than one force.
• Observe and describe the forces at work in a tug-of-war contest.
• Measure the speed and change of speed displayed by a ball rolling down a ramp.

Content Area: Physical Science

Level: Middle School

Subtopic:  Motion and Forces- The student will describe the motion of an object using the concepts of inertia, balanced and unbalanced force.

Subtopic:  Transfer of Energy:  The student will recognize different forms of energy and identify multiple step transference of energy within systems.

Core Content: SC-M-1.2.2, SC-M-1.3.1

SCORE

DESCRIPTION

4

• Student identifies gravitational forces, friction, wind resistance as the major forces acting on the cart. 
• Friction and wind resistance act only to slow the cart down, while gravitational force does both-depending on location along track.
• Changes to potential energy and kinetic energy are identified and correctly correspond to locations along the track.
• Motion energy is lost through friction and wind resistance. 
• Identify that the cart will not make it over the 30M point since potential energy at this point is less than starting potential and kinetic energy.

3

• Written response demonstrates an understanding of most of the concepts and accurately uses some vocabulary specific to the unit.

2

• Written response demonstrates an understanding of 2 or more major parts of the science unit concepts, and accurately uses a few vocabulary specific to the unit.

1

• Written response demonstrates an understanding of one of the concepts and uses little or none of the vocabulary specific to the units.

0

• Written response demonstrates no understanding of the concepts

Transfer of Energy: The student will recognize different forms of energy and identify multiple step transference of energy within systems.

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

State Core Content

Sample Demonstrators, Skills, and Activities

SC-M-1.3.1 

Energy is a property of many substances and is associated with heat, light, electricity, and sound.  Energy is transferred in many ways.

• Use a diagram of a “Rube Goldberg” machine to identify different forms of potential energy and the conversion of one type of energy into another.
• Design a “Rube Goldberg” machine which employs at least 2 types of energy conversions and 3 simple machines that can be used to convert energy from one form to another.
• Choose a toy and describe at least two energy transfers or transformations that make the toy operate.

SC-M-1.3.2 

Heat energy moves in predictable ways, flowing from warmer objects to cooler ones, until both objects reach the same temperature.

• Design an experiment to determine the factors which affect the rate of heat flow.
• Build a calorimeter to measure the transfer of heat from one object to another.
• Design a package that will keep an ice cube solid for as long as possible.

SC-M-1.3.3 

Light energy interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).

• Describe how gel light filters transmit only one color.
• List examples of evidence that supports the idea that light is energy.
• Using shadows as an example, describe how light behaves when it passes through an opening.

SC-M-1.3.4 

The Sun is a major source of energy for changes on Earth’s surface.  The Sun loses energy by emitting light.  A tiny fraction of that light reaches Earth, transferring energy from the Sun to Earth.

• Design and build a solar collector that can be used to accomplish a predetermined task (such as cook a hot dog).
• Observe and explain the consequences of solar flares.

SC-M-1.3.5 

Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced.

• Given several circuit diagrams, classify them as either series or parallel and explain how the determination was made.
• Describe how different circuit components affect the amount of charge flowing in the circuit and the amount of energy used by each component.
• Design and build a circuit with two or more bulbs and a battery that results in a different brightness for one or more of the bulbs in the circuit.
• Design and build a circuit that demonstrates the differences between motors and generators.