(a) General requirements. Students shall be awarded
one credit for successful completion of this course. Prerequisites:
none. This course is recommended for students in Grade 9 or 10.
(b) Introduction.
(1) Integrated Physics and Chemistry. In Integrated
Physics and Chemistry, students conduct laboratory and field investigations,
use scientific practices during investigation, and make informed decisions
using critical thinking and scientific problem solving. This course
integrates the disciplines of physics and chemistry in the following
topics: force, motion, energy, and matter.
(2) Nature of science. Science, as defined by the National
Academy of Sciences, is the "use of evidence to construct testable
explanations and predictions of natural phenomena, as well as the
knowledge generated through this process." This vast body of changing
and increasing knowledge is described by physical, mathematical, and
conceptual models. Students should know that some questions are outside
the realm of science because they deal with phenomena that are not
currently scientifically testable.
(3) Scientific inquiry. Scientific inquiry is the planned
and deliberate investigation of the natural world. Scientific methods
of investigation are experimental, descriptive, or comparative. The
method chosen should be appropriate to the question being asked.
(4) Science and social ethics. Scientific decision
making is a way of answering questions about the natural world. Students
should be able to distinguish between scientific decision-making methods
(scientific practices) and ethical and social decisions that involve
science (the application of scientific information).
(5) Science, systems, and models. A system is a collection
of cycles, structures, and processes that interact. All systems have
basic properties that can be described in space, time, energy, and
matter. Change and constancy occur in systems as patterns and can
be observed, measured, and modeled. These patterns help to make predictions
that can be scientifically tested. Students should analyze a system
in terms of its components and how these components relate to each
other, to the whole, and to the external environment.
(6) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Scientific processes. The student, for at least
40% of instructional time, conducts laboratory and field investigations
using safe, environmentally appropriate, and ethical practices. The
student is expected to:
(A) demonstrate safe practices during laboratory and
field investigations, including the appropriate use of safety showers,
eyewash fountains, safety goggles or chemical splash goggles, as appropriate,
and fire extinguishers;
(B) know specific hazards of chemical substances such
as flammability, corrosiveness, and radioactivity as summarized on
the Safety Data Sheets (SDS); and
(C) demonstrate an understanding of the use and conservation
of resources and the proper disposal or recycling of materials.
(2) Scientific processes. The student uses scientific
practices during laboratory and field investigations. The student
is expected to:
(A) know the definition of science and understand that
it has limitations, as specified in subsection (b)(2) of this section;
(B) plan and implement investigative procedures, including
asking questions, formulating testable hypotheses, and selecting equipment
and technology;
(C) collect data and make measurements with accuracy
and precision;
(D) organize, analyze, evaluate, make inferences, and
predict trends from data; and
(E) communicate valid conclusions supported by the
data through methods such as lab reports, labeled drawings, graphs,
journals, summaries, oral reports, and technology-based reports.
(3) Scientific processes. The student uses critical
thinking, scientific reasoning, and problem solving to make informed
decisions. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations
by using empirical evidence, logical reasoning, and experimental and
observational testing, so as to encourage critical thinking by the
student;
(B) communicate and apply scientific information extracted
from various sources such as current events, published journal articles,
and marketing materials;
(C) draw inferences based on data related to promotional
materials for products and services;
(D) evaluate the impact of research on scientific thought,
society, and the environment;
(E) describe connections between physics and chemistry
and future careers; and
(F) research and describe the history of physics and
chemistry and contributions of scientists.
(4) Science concepts. The student knows concepts of
force and motion evident in everyday life. The student is expected
to:
(A) describe and calculate an object's motion in terms
of position, displacement, speed, and acceleration;
(B) measure and graph distance and speed as a function
of time;
(C) investigate how an object's motion changes only
when a net force is applied, including activities and equipment such
as toy cars, vehicle restraints, sports activities, and classroom
objects;
(D) describe and calculate the relationship between
force, mass, and acceleration using equipment such as dynamic carts,
moving toys, vehicles, and falling objects;
(E) explain the concept of conservation of momentum
using action and reaction forces;
(F) describe the gravitational attraction between objects
of different masses at different distances; and
(G) examine electrical force as a universal force between
any two charged objects.
(5) Science concepts. The student recognizes multiple
forms of energy and knows the impact of energy transfer and energy
conservation in everyday life. The student is expected to:
(A) recognize and demonstrate that objects and substances
in motion have kinetic energy such as vibration of atoms, water flowing
down a stream moving pebbles, and bowling balls knocking down pins;
(B) recognize and demonstrate common forms of potential
energy, including gravitational, elastic, and chemical, such as a
ball on an inclined plane, springs, and batteries;
(C) demonstrate that moving electric charges produce
magnetic forces and moving magnets produce electric forces;
(D) investigate the law of conservation of energy;
(E) investigate and demonstrate the movement of thermal
energy through solids, liquids, and gases by convection, conduction,
and radiation such as in weather, living, and mechanical systems;
(F) evaluate the transfer of electrical energy in series
and parallel circuits and conductive materials;
(G) explore the characteristics and behaviors of energy
transferred by waves, including acoustic, seismic, light, and waves
on water, as they reflect, refract, diffract, interfere with one another,
and are absorbed by materials;
(H) analyze energy transformations of renewable and
nonrenewable resources; and
(I) critique the advantages and disadvantages of various
energy sources and their impact on society and the environment.
(6) Science concepts. The student knows that relationships
exist between the structure and properties of matter. The student
is expected to:
(A) examine differences in physical properties of solids,
liquids, and gases as explained by the arrangement and motion of atoms
or molecules;
(B) relate chemical properties of substances to the
arrangement of their atoms;
(C) analyze physical and chemical properties of elements
and compounds such as color, density, viscosity, buoyancy, boiling
point, freezing point, conductivity, and reactivity;
(D) relate the placement of an element on the Periodic
Table to its physical and chemical behavior, including bonding and
classification;
(E) relate the structure of water to its function as
a solvent; and
(F) investigate the properties of water solutions and
factors affecting solid solubility, including nature of solute, temperature,
and concentration.
(7) Science concepts. The student knows that changes
in matter affect everyday life. The student is expected to:
(A) investigate changes of state as it relates to the
arrangement of particles of matter and energy transfer;
(B) recognize that chemical changes can occur when
substances react to form different substances and that these interactions
are largely determined by the valence electrons;
(C) demonstrate that mass is conserved when substances
undergo chemical change and that the number and kind of atoms are
the same in the reactants and products;
(D) classify energy changes that accompany chemical
reactions such as those occurring in heat packs, cold packs, and glow
sticks as exothermic or endothermic reactions;
(E) describe types of nuclear reactions such as fission
and fusion and their roles in applications such as medicine and energy
production; and
(F) research and describe the environmental and economic
impact of the end-products of chemical reactions such as those that
may result in acid rain, degradation of water and air quality, and
ozone depletion.
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