The High School Assessments assess student's knowledge of Core Learning Goals at the indicator level. Some indicators have assessment limits which indicate more specifically what will be assessed. Assessment items and other instructional resources at the indicator level can be viewed in the CLG Toolkit.
Goal 1 Skills And Processes
The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate information.
Expectation 1.1
The student will explain why curiosity, honesty, openness, and skepticism are highly regarded in science.
Indicator
- 1.1.1 The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis of many issues.
Indicator
- 1.1.2 The student will modify or affirm scientific ideas according to accumulated evidence.
Indicator
- 1.1.3 The student will critique arguments that are based on faulty, misleading data or on the incomplete use of numbers.
Indicator
- 1.1.4 The student will recognize data that are biased.
Indicator
- 1.1.5 The student will explain factors that produce biased data (incomplete data, using data inappropriately, conflicts of interest, etc.).
Expectation 1.2
The student will pose scientific questions and suggest investigative approaches to provide answers to questions.
Indicator
- 1.2.1 The student will identify meaningful, answerable scientific questions.
Indicator
- 1.2.2 The student will pose meaningful, answerable scientific questions.(NTB)
Indicator
- 1.2.3 The student will formulate a working hypothesis.
Indicator
- 1.2.4 The student will test a working hypothesis.(NTB)
Indicator
- 1.2.5 The student will select appropriate instruments and materials to conduct an investigation.
Indicator
- 1.2.6 The student will identify appropriate methods for conducting an investigation (independent and dependent variables, proper controls, repeat trials, appropriate sample size, etc.).
Indicator
- 1.2.7 The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory.
Indicator
- 1.2.8 The student will defend the need for verifiable data.
Expectation 1.3
The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.
Indicator
- 1.3.1 The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques.(NTB)
Indicator
- 1.3.2 The student will recognize safe laboratory procedures.
Indicator
- 1.3.3 The student will demonstrate safe handling of the chemicals and materials of science.(NTB)
Indicator
- 1.3.4 The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction.(NTB)
Expectation 1.4
The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.
Indicator
- 1.4.1 The student will organize data appropriately using techniques such as tables, graphs, and webs (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title).
Indicator
- 1.4.2 The student will analyze data to make predictions, decisions, or draw conclusions.
Indicator
- 1.4.3 The student will use experimental data from various investigators to validate results.
Indicator
- 1.4.4 The student will determine the relationships between quantities and develop the mathematical model that describes these relationships.
Indicator
- 1.4.5 The student will check graphs to determine that they do not misrepresent results.
Indicator
- 1.4.6 The student will describe trends revealed by data.
Indicator
- 1.4.7 The student will determine the sources of error that limit the accuracy or precision of experimental results.
Indicator
- 1.4.8 The student will use models and computer simulations to extend his/her understanding of scientific concepts.(NTB)
Indicator
- 1.4.9 The student will use analyzed data to confirm, modify, or reject a hypothesis.
Expectation 1.5
The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation.
Indicator
- 1.5.1 The student will demonstrate the ability to summarize data (measurements/observations).
Indicator
- 1.5.2 The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
Indicator
- 1.5.3 The student will use computers and/or graphing calculators to produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results.(NTB)
Indicator
- 1.5.4 The student will use tables, graphs, and displays to support arguments and claims in both written and oral communication.
Indicator
- 1.5.5 The student will create and/or interpret graphics. (scale drawings, photographs, digital images, field of view, etc.)
Indicator
- 1.5.6 The student will read a technical selection and interpret it appropriately.
Indicator
- 1.5.7 The student will use, explain, and/or construct various classification systems.
Indicator
- 1.5.8 The student will describe similarities and differences when explaining concepts and/or principles.
Indicator
- 1.5.9 The student will communicate conclusions derived through a synthesis of ideas.
Expectation 1.6
The student will use mathematical processes.
Indicator
- 1.6.1 The student will use ratio and proportion in appropriate situations to solve problems.
Indicator
- 1.6.2 The student will use computers and/or graphing calculators to perform calculations for tables, graphs, or spreadsheets.(NTB)
Indicator
- 1.6.3 The student will express and/or compare small and large quantities using scientific notation and relative order of magnitude.
Indicator
- 1.6.4 The student will manipulate quantities and/or numerical values in algebraic equations.
Indicator
- 1.6.5 The student will judge the reasonableness of an answer.
Expectation 1.7
The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology.
Indicator
- 1.7.1 The student will apply the skills, processes, and concepts of biology, chemistry, physics, or earth science to societal issues.
Indicator
- 1.7.2 The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society.
Indicator
- 1.7.3 The student will describe the role of science in the development of literature, art, and music.(NTB)
Indicator
- 1.7.4 The student will recognize mathematics as an integral part of the scientific process.(NTB)
Indicator
- 1.7.5 The student will investigate career possibilities in the various areas of science.(NTB)
Indicator
- 1.7.6 The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for additional scientific accomplishments.
Goal 5 Concepts Of Physics
The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain and predict the outcome of certain interactions which occur between matter and energy.
Expectation 5.1
The student will know and apply the laws of mechanics to explain the behavior of the physical world.
Indicator
- 5.1.1 The student will use analytical techniques appropriate to the study of physics.
Assessment limits:
- distinguish between scalar and vector quantities (e.g. speed v. velocity; distance v. displacement)
- symbolically represent vector quantities (angle for direction, length for magnitude)
- add vectors (same and opposite directions and at right angles)
- resolve vectors graphically
Indicator
- 5.1.2 The student will use algebraic and geometric concepts to qualitatively and quantitatively describe an object’s motion.
Assessment limits:
- motion with a constant velocity
- motion with a constant acceleration
- linear frames of reference
- projectile motion (mathematical solutions limited to initial horizontal velocity only; conceptual questions not restricted)
- free fall
Indicator
- 5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion.
Assessment limits:
- the effect of balanced forces (fnet = 0) (quantitative and qualitative)
- the effect of unbalanced forces (fnet ≠ 0) (quantitative and qualitative)
- inertia (application) (qualitative only)
- relationship among force, mass and acceleration (describe qualitative relationships and calculate)
- action/reaction (application)
Indicator
- 5.1.4 The student will analyze the behavior of forces.
Assessment limits:
- friction (qualitative description of its nature and behavior)
- inverse square relationship of gravity (describe how the force changes as the distance changes)
- relation to work and power (qualitative and quantitative)
- relation to impulse and momentum (qualitative and quantitative)
Indicator
- 5.1.5 The student will analyze systems with regard to the conservation laws.
Assessment limits:
- conservation of momentum (applications and calculation in one dimension)
- conservation of energy (relationship between potential and kinetic including calculations and conversions)
Expectation 5.2
The student will know and apply the laws of electricity and magnetism and explain their significant role in nature and technology.
Indicator
- 5.2.1 The student will describe the types of electric charges and the forces that exist between them.
Assessment limits:
- inverse square relationship of electrical forces (describe how the force changes as the distance changes)
- the attractive/repulsive nature of the forces between charges
- Coulomb’s Law (describe qualitative relationships)
Indicator
- 5.2.2 The student will describe the sources and effects of electric and magnetic fields.
Assessment limits:
- Qualitative description of electric field created by a static charge distribution (point charge, line of charge, parallel plates)
- Qualititative description of magnetic field created by moving charges
- Qualitative description of the force on a moving charge or on a current carrying wire in a magnetic field
- Simple D.C. series and parallel circuits (diagram of series and parallel circuits; use of meters to measure quantities in each circuit; calculations of voltage, current, and resistance using Ohm’s Law; and calculations of equivalent resistance and power)
- Practical applications (safety, grounding, circuit breakers, fuses)
Indicator
- 5.2.3 The student will qualitatively describe the applications of electromagnetic induction.
Assessment limits:
- Electromagnetic induction (definition)
- Motors (energy transformations)
- Generators (energy transformations)
Expectation 5.3
The student will recognize and relate the laws of thermodynamics to practical applications.
Indicator
- 5.3.1 The student will relate thermodynamics to the balance of energy in a system.
Assessment limits:
- Thermal equilibrium (conditions and definition, differentiate between heat energy and temperature)
- Heat energy transfer (conduction, convection, radiation)
- Application of heat energy to the Law of Conservation of Energy
- Irreversibility of heat energy transformations
- Specific heat and calorimetry (both describe and calculate)
Expectation 5.4
The student will explain and demonstrate how vibrations and waves provide a model for our understanding of various physical phenomena.
Indicator
- 5.4.1 The student will compare qualitatively how waves are propagated and transmit energy.
Assessment limits:
- Physical v. electromagnetic (transmission media, relative speeds, examples such as sound and light)
- Longitudinal v. transverse (direction of vibration relative to direction of transmission, examples such as sound and light)
Indicator
- 5.4.2 The student will describe wave characteristics using both diagrams and calculations.
Assessment limits:
- Wavelength
- Frequency (including relationship to period and energy transmitted)
- Velocity
- Amplitude (including relationship to energy transmitted)
Indicator
- 5.4.3 The student will qualitatively describe the physical behaviors of waves.
Assessment limits:
- Reflection (apply the law of reflection, represent image formation for plane and concave surfaces using a ray diagram)
- Refraction (causes and resultant behavior, which may include ray diagrams for behavior at a plane boundary and for double convex lenses)
- Diffraction (causes and relationship between wavelength and size of opening)
- Interference (constructive and destructive)
- Polarization (relation to type of wave, effect on intensity of light)
- Doppler effect (examples and explanation including frequency shift)
Expectation 5.5
The student will investigate certain topics in modern physics.
Indicator
- 5.5.1 The student will cite evidence of the wave/particle duality in the nature of matter.
Assessment limits:
- Wave/particle duality of electromagnetic energy (electron-positron annihilation, conservation of mass and energy/E = mc2)
- Photoelectric effect (relationship of current produced to frequency and intensity of wave)
Indicator
- 5.5.2 The student will qualitatively explain the processes associated with nuclear energy and its applications.
Assessment limits:
- Radioactive decay (half-life; alpha, beta, and gamma emission processes)
- Fission/fusion (distinguish between, compare with other sources of energy)
