High School (SCI) Physical Science Standards
[PS2] Motion and Stability: Forces and Interactions
SCI-HS.PS2.05 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.
Clarification Statement:Physics: Evidence of changes within a circuit can be represented numerically, graphically, or
algebraically using Ohm's law. Disciplinary Core Ideas PS2.B: Types of Interactions
Using Newton’s law of universal gravitation and
Coulomb’s law to describe and predict the effects of
gravitational and electrostatic forces between objects.
Forces at a distance are explained by fields that can
transfer energy through space.
Magnets or electric currents cause magnetic fields;
electric charges or changing magnetic fields cause
electric fields.
PS3.A: Definitions of Energy
“Electrical energy” may mean energy stored in a battery
or energy transmitted by electric currents. (secondary)
Student Learning Targets:
Knowledge Targets
I can
Reasoning Targets
I can
Skills (Performance) Targets
I can
Product Targets
I can
Student " I can" Statements are embedded within the proficiency scale.
Proficiency Scale (Physical Science)
Score
Description
Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Themselves as an individual (myself, my family, my friends)
Our society (environment, economy, infrastructure)
Our culture (beliefs, norms, people)
Our species (mankind, global, environment)
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3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student will be able to (Electricity and Magnetism):
Distinguish between conductors, semiconductors, and insulators.
Calculate voltage, current, and resistance.
Distinguish between series and parallel circuits.
Explain how fuses and circuit breakers are used to prevent circuit overloads.
Use diagrams to represent circuits.
Recognize that “like” magnetic poles repel and “unlike” poles attract.
Explain how compasses work.
Indicate which pairs of charge will repel and attract.
Describe the magnetic field around permanent magnets.
Describe how batteries are sources of voltage.
Define resistance.
Describe how magnetism is produced by an electric current.
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2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
The student will be able to define:
cell, circuit breaker, conductor, current, electric charge, electric circuit, electric field, electric force, fuse, insulator, parallel circuit, potential difference, resistance, series circuit
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
-
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0
Even with help, the student demonstrates no understanding or skill.
High School (SCI) Physical Science Standards