SECTION 210:15-3-79. Physical Science - standards for inquiry and the physical sciences for high school

  Physical Science.Standards for high school students from the domain of Physical Science include all of the following topics:

(1)   Matter and its interactions. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

(B)   Performance expectation one (1) - Clarification statement. Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.

(C)   Performance expectation two (2). Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, knowledge of the patterns of chemical properties, and formation of compounds.

(D)   Performance expectation two (2) - Clarification statement. Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen. Reaction classification aids in the prediction of products (e.g., synthesis/combustion, decomposition, single displacement, double displacement).

(E)   Performance expectation three (3). Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

(F)   Performance expectation three (3) - Clarification statement. Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.

(G)   Performance expectation four (4). Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

(H)   Performance expectation four (4) - Clarification statement. Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale (e.g. Law of Conservation of Mass). Emphasis is on assessing students' use of mathematical thinking and not on memorization and rote application of problem-solving techniques.

(2)   Motion and stability: Forces and interactions. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Analyze data and use it to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

(B)   Performance expectation one (1) - Clarification statement. Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.

(C)   Performance expectation two (2). Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

(D)   Performance expectation two (2) - Clarification statement. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.

(E)   Performance expectation three (3). Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

(F)   Performance expectation three (3) - Clarification statement. Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.

(G)   Performance expectation four (4). Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

(H)   Performance expectation four (4) - Clarification statement. N/A

(3)   Energy. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on explaining the meaning of mathematical expressions used in the model.

(C)   Performance expectation two (2). Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.

(D)   Performance expectation two (2) - Clarification statement. Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.

(E)   Performance expectation three (3). Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

(F)   Performance expectation three (3) - Clarification statement. Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.

(G)   Performance expectation four (4). Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

(H)   Performance expectation four (4) - Clarification statement. Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.

(4)   Waves and their applications in technologies for information. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

(B)   Performance expectation one (1) - Clarification statement. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.

(C)   Performance expectation two (2). Evaluate questions about the advantages and disadvantages of using a digital transmission and storage of information.

(D)   Performance expectation two (2) - Clarification statement. Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.

(E)   Performance expectation three (3). Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

(F)   Performance expectation three (3) - Clarification statement. Emphasis is on the idea that different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.

[Source: Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 28 Ok Reg 2264, eff 7-25-11; Amended at 31 Ok Reg 1195, eff 9-12-14]