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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• Solve problems related to time, distance, displacement, speed and velocity.        
• Explain the relationship between motion and a frame of reference.
• Calculate problems related to time, distance, displacement, speed, and velocity
• Graph velocity on a distance-time graph.
• Calculate acceleration as the rate at which velocity changes.
• Graph acceleration on a velocity-time graph.
• Explain the effects of unbalanced forces on the motion of objects·
• Compare and contrast static and kinetic friction
• Identify ways friction may be either helpful or harmful.

The student will be able to (Work and Energy):

• Calculate the work done on an object and the rate at which work is done      
• Calculate the MA of various machines     
• Calculate KE and GPE
• Distinguish between mechanical and non-mechanical energy
• Explain the Law of conservation of energy     
• Analyze the efficiency of machines
• Define work and power
• Name and describe the six types of simple machines      
• Define potential energy and kinetic energy
• Identify examples of energy transformations

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).

• Acceleration, Average speed, Constant velocity, Force, Frame of reference, Motion, Net force, Newton, Speed, Unbalanced force, Velocity

• Compound machine, Energy, Fulcrum, Mechanical advantage, Power, Watt

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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• Recognize that all moving objects have momentum.
• Calculate force, mass and acceleration by using Newton’s 2nd Law of Motion.      
• Identify force pairs and be able to explain the classic “tug-o-war”
• Compare free-fall acceleration of an object with and without air resistance

The student will be able to (Work and Energy):

• Calculate the work done on an object and the rate at which work is done      
• Calculate the MA of various machines     
• Calculate KE and GPE
• Distinguish between mechanical and non-mechanical energy
• Explain the Law of conservation of energy     
• Analyze the efficiency of machines
• Define work and power
• Name and describe the six types of simple machines      
• Define potential energy and kinetic energy
• Identify examples of energy transformations

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).

• Free fall , Friction , g, Inertia, Mass, Momentum, Newton, Projectile motion, Terminal velocity, Weight

• Compound machine, Energy, Fulcrum, Mechanical advantage, Power, Watt

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 

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).

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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• 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.  

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.

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).

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-1-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 (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension.  A suggestion would be to have students construct and revise an explanation for the behaviors of solutes and solvents of differing polarity and the practical applications of various materials in real-world applications. ).

is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

•  Determine the strength of a chemical bond between to ions.
• Determine the characteristics of the electrons involved in a chemical bond based on electronegativity values.
• Identify whether a bond is covalent or ionic based solely on electronegativity data for the respective ions.
• Differentiate between values of a Van der Waals radius and a covalent radius.
• Compare and contrast ionic radii (both cation and anion) to a stable atom.
• Determine the covalent radius when provided with internuclear distance information.

• Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).
• Use the periodic table to gather information about main group elements.

• Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
• Model the structures of various substances. Describe the relationship between electrical forces and particles.

• Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
• Describe the structure of different substances at the molecular level.
• Describe the relationship between attractive and repulsive forces at the molecular level.

• Define and identify electronegativity trends from the periodic table.
• Identify physical traits of compounds formed by covalent and ionic bonds.
• Identify the bond axis, bond angle, and bond length of a covalent molecule.

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.

“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:

HS-PS1-1- 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 (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension). Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity, malleability) and chemical properties (e.g., the ability to form new substances).

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level

structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

•  Explains the similarities and differences between the 3 states of matter, with examples
• Discusses the differences between chemical and physical changes, with examples
• Discusses the term “phase” in terms of homogeneous and heterogeneous mixtures
• Separates various mixtures using physical properties
• Discusses multiple ways a mixture may be separated using physical properties
• Communicates a knowledge of the difference between a chemical formula and a chemical reaction by providing examples of each
• Differentiates between qualitative and quantitative data through the use of examples

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).

HS-PS1-1.

The student will:

• Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).o Use the periodic table to gather information about main group elements. 

HS-PS1-3.

The student will:

• Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
• Model the structures of various substances.
• Describe the relationship between electrical forces and particles. 

HS-PS2-6.

The student will:

• Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
• Describe the structure of different substances at the molecular level.
• Describe the relationship between attractive and repulsive forces at the molecular level.

•  Identifies properties of the 3 states of matter
• Recognizes examples of chemical and physical changes
• Identifies a homogeneous and heterogeneous mixture when given examples
• Identifies physical properties when given examples
• Recognizes ways that solutions may be separated using physical properties
• Recognizes examples of chemical formulas and chemical reactions
• Recognizes the differences between qualitative and quantitative data when given examples

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.

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-1.

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. [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.]  (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements). 

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials.] 

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

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).

HS-PS1-1

The student will:

• Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, mass of subatomic particles).
• Use the periodic table to gather information about main group elements.

HS-PS1-3.

The student will:

• Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
• Model the structures of various substances.
• Describe the relationship between electrical forces and particles.

“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:     

 HS-PS3-2-Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects) (for example, create a diagram, drawing, or computer simulation that shows that energy at the macroscopic scale-such as the conversion of kinetic energy to thermal energy or the energy stored due to the position of an object above the Earth or between two electrically charged plates-can be accounted for as either the motion of particles or energy stored in fields).  **See DCI details for PS3-A following this rubric for microscopic scale clarification.) 

HS-PS4-3-Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other (for example, determine whether experimental evidence supports the claim that electromagnetic radiation can be described by either a wave model or a particle model, as well as the claim that for different phenomena-such as resonance, interference, diffraction, and photoelectric effect-one model is more useful than the other). 

HS-PS4-4-Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

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).

HS-PS3-2

• Recognize or recall specific vocabulary (for example, conversion, electrically charged, energy, field, kinetic energy, macroscopic scale, molecular energy, motion, particle, position, relative, thermal energy; ground state, excited state).
• Describe how energy results from the motion of particles (objects).
• Describe how energy is stored in fields.

HS-PS4-3

• Recognize or recall specific vocabulary (for example, diffraction, electromagnetic, electromagnetic field, electromagnetic radiation, electromagnetic wave, experimental evidence, interference, model, particle model, phenomenon, photoelectric effect, resonance, wave model).
• Describe the wave model of electromagnetic radiation.
• Describe the particle model of electromagnetic radiation.
• Summarize the claims and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.

HS-PS4-4

• Recognize or recall specific vocabulary (for example, absorb, effect, electromagnetic radiation, energy, frequency, infrared radiation, light, matter, photon, radiation).
• Summarize claims about the effects that different frequencies of electromagnetic radiation have when absorbed by matter.