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I can: - Generate new questions that can be investigated in the laboratory or field. - Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error - Understand the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions. - Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity length, volume, weight, time interval, temperature with the appropriate level of precision). - Identify patterns in data and relate them to theoretical models. - Describe a reason for a given conclusion using evidence from an investigation. - Critique whether or not specific questions can be answered through scientific investigations. - Identify and critique arguments about personal or societal issues based on scientific evidence. - Develop an understanding of a scientific concept by accessing information from multiple sources. - Evaluate the scientific accuracy and significance of the information. - Evaluate scientific explanations in a peer review process or discussion format. - Evaluate the future career and occupational prospects of science fields. - Calculate the average speed of an object using the change of position and elapsed time. - Represent the velocities for linear and circular motion using motion diagrams. - Create line graphs using measured values of position and elapsed time. - Describe and analyze the motion that a position-time graph represents, given the graph. - Describe and classify various motions in a plane as one dimensional, two dimensional, circular, or periodic. - Distinguish between rotation and revolution and describe and contrast the two speeds of an object like the Earth. - Distinguish between the variables of distance, displacement, speed, velocity, and acceleration. - Use the change of speed and elapsed time to calculate the average acceleration for linear motion. - Describe and analyze the motion that a velocity-time graph represents, given the graph. - State that uniform circular motion involves acceleration without a change in speed. - Identify the force(s) acting between objects in “direct contact” or at a distance. - Identify the magnitude and direction of everyday forces. - Calculate the net force acting on an object. - Identify the action and reaction force from examples of forces in everyday situations. - Predict the change in motion of an object acted on by several forces. - Identify forces acting on objects moving with constant velocity. - Solve problems involving force, mass, and acceleration in linear motion. - Identify the force(s) acting on objects moving with uniform circular motion. - Apply conservation of momentum to solve simple collision problems. - Explain earth-moon interactions (orbital motion) in terms of forces. - Predict how the gravitational force between objects changes when the distance between them changes. - Account for and represent energy into and out of systems using energy transfer diagrams. - Explain instances of energy transfer by waves and objects in everyday activities - Explain why work has a more precise scientific meaning than the meaning of work in everyday language. - Calculate the amount of work done on an object that is moved from one position to another. - Using the formula for work, derive a formula for change in potential energy of an object lifted a distance h. - Account for and represent energy transfer and transformation in complex processes. - Name devices that transform specific types of energy into other types - Explain how energy is conserved in common systems - Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle. - Identify the form of energy in given situations - Describe the transformation between potential and kinetic energy in simple mechanical systems - Explain why all mechanical systems require an external energy source to maintain their motion. - Rank the amount of kinetic energy from highest to lowest of everyday examples of moving objects. - Calculate the changes in kinetic and potential energy in simple mechanical systems using the formulas for kinetic energy and potential energy. - Calculate the impact speed of an object dropped from a specific height or the maximum height reached by an object, given the initial vertical velocity. - Describe how heat is conducted in a solid. - Describe melting on a molecular level. - Describe the energy transformations when electrical energy is produced and transferred to homes and businesses. - Identify common household devices that transform electrical energy to other forms of energy, and describe the type of energy transformation. - Given diagrams of many different possible connections of electric circuit elements, identify complete circuits, open circuits, and short circuits and explain the reasons for the classification. - Discriminate between voltage, resistance, and current as they apply to an electric circuit. -Account for and represent energy into and out of systems using energy transfer diagrams. - Explain instances of energy transfer by waves and objects in everyday activities. - Describe specific mechanical waves. - Identify everyday examples of transverse and compression (longitudinal) waves. - Compare and contrast transverse and compression (longitudinal) waves in terms of wavelength, amplitude, and frequency. - Demonstrate that frequency and wavelength of a wave are inversely proportional in a given medium. - Identify everyday examples of energy transfer by waves and their sources. - Explain why an object (e.g., fishing bobber) does not move forward as a wave passes under it. - Provide evidence to support the claim that sound is energy transferred by a wave, not energy transferred by particles. - Explain how waves propagate from vibrating sources and why the intensity decreases with the square of the distance from a point source. - Explain why everyone in a classroom can hear one person speaking, but why an amplification system is often used in the rear of a large concert auditorium. - Describe how two wave pulses propagated from opposite ends of a demonstration spring interact as they meet. - List and analyze everyday examples that demonstrate the interference characteristics of waves. Identify the different regions on the electromagnetic spectrum and compare them in terms of wavelength, frequency, and energy. - Explain why radio waves can travel through space, but sound waves cannot. - Explain why there is a delay between the time we send a radio message to astronauts on the moon and when they receive it. - Explain why we see a distant event before we hear it. - Draw ray diagrams to indicate how light reflects off objects or refracts into transparent media. - Predict the path of reflected light from flat, curved, or rough surfaces. - Identify the principle involved when you see a transparent object . - Explain how various materials reflect, absorb, or transmit light in different ways. - Explain why the image of the Sun appears reddish at sunrise and sunset. - Describe evidence that supports the dual wave - particle nature of light.

Unit 1 - The Nature of Physical Science
Unit 2 – Motion
Unit 3 – Forces
Unit 4/5 - Energy & Work
Unit 6 - Thermal Energy
Unit 7 – Electricity
Unit 10/11 - Waves & Sound
Unit 12, 13, & 14 - Electromagnetic Waves, Light, Mirrors, & Lenses

This course is designed as a semester course/18 weeks. Students must be able to spend 1 or more hours per day in the course to be successful. Instructors are expected to contact students and provide feedback multiple times per unit.

Working computer/tablet and a reliable internet connection