### P.1: Scientific processes. The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom.

#### P.1.A: The student is expected to: demonstrate safe practices during laboratory and field investigations; and

Diffusion

### P.2: Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions.

#### P.2.B: The student is expected to: know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence;

Temperature and Sex Determination - Metric

#### P.2.D: The student is expected to: design and implement investigative procedures, including making observations, asking well defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, evaluating numerical answers for reasonableness, and identifying causes and effects of uncertainties in measured data;

Diffusion

Effect of Environment on New Life Form

Electromagnetic Induction

Pendulum Clock

Real-Time Histogram

Sight vs. Sound Reactions

#### P.2.E: The student is expected to: demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), balances, batteries, dynamics demonstration equipment, collision apparatus, lab masses, magnets, plane mirrors, convex lenses, stopwatches, trajectory apparatus, graph paper, magnetic compasses, protractors, metric rulers, spring scales, thermometers, slinky springs, and/or other equipment and materials that will produce the same results;

Triple Beam Balance

#### P.2.G: The student is expected to: make measurements with accuracy and precision and record data using scientific notation and International System (SI) units;

Unit Conversions 2 - Scientific Notation and Significant Digits

#### P.2.H: The student is expected to: organize, evaluate, and make inferences from data, including the use of tables, charts, and graphs;

Distance-Time Graphs - Metric

Earthquakes 1 - Recording Station

Effect of Environment on New Life Form

Identifying Nutrients

Pendulum Clock

Seasons Around the World

Temperature and Sex Determination - Metric

#### P.2.J: The student is expected to: express relationships among physical variables quantitatively, including the use of graphs, charts, and equations.

Determining a Spring Constant

Pendulum Clock

### P.3: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.

#### P.3.E: The student is expected to: express, manipulate, and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically.

Determining a Spring Constant

Pendulum Clock

### P.4: Science concepts. The student knows and applies the laws governing motion in a variety of situations.

#### P.4.A: The student is expected to: generate and interpret graphs and charts describing different types of motion, including investigations using real-time technology such as motion detectors or photogates;

Distance-Time Graphs - Metric

Distance-Time and Velocity-Time Graphs - Metric

#### P.4.B: The student is expected to: describe and analyze motion in one dimension using equations and graphical vector addition with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, frames of reference, and acceleration;

Distance-Time Graphs - Metric

Distance-Time and Velocity-Time Graphs - Metric

Fan Cart Physics

Free-Fall Laboratory

#### P.4.C: The student is expected to: analyze and describe accelerated motion in two dimensions, including using equations, graphical vector addition, and projectile and circular examples; and

Feed the Monkey (Projectile Motion)

Golf Range

Uniform Circular Motion

#### P.4.D: The student is expected to: calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects using methods, including free-body force diagrams.

Atwood Machine

Crumple Zones

Fan Cart Physics

### P.5: Science concepts. The student knows the nature of forces in the physical world.

#### P.5.A: The student is expected to: describe the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces;

Electromagnetic Induction

#### P.5.D: The student is expected to: identify and describe examples of electric and magnetic forces and fields in everyday life such as generators, motors, and transformers;

Electromagnetic Induction

#### P.5.E: The student is expected to: characterize materials as conductors or insulators based on their electric properties; and

Circuit Builder

#### P.5.F: The student is expected to: investigate and calculate current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations.

Circuit Builder

### P.6: Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum.

#### P.6.A: The student is expected to: investigate and calculate quantities using the work-energy theorem in various situations;

Pulley Lab

#### P.6.B: The student is expected to: investigate examples of kinetic and potential energy and their transformations;

Air Track

Energy Conversion in a System

Energy of a Pendulum

Inclined Plane - Sliding Objects

Roller Coaster Physics

Trebuchet

#### P.6.C: The student is expected to: calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system;

Air Track

Inclined Plane - Sliding Objects

#### P.6.D: The student is expected to: demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension; and

Air Track

Inclined Plane - Sliding Objects

### P.7: Science concepts. The student knows the characteristics and behavior of waves.

#### P.7.A: The student is expected to: examine and describe oscillatory motion and wave propagation in various types of media;

Longitudinal Waves

Refraction

Ripple Tank

#### P.7.B: The student is expected to: investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength;

Ripple Tank

Waves

#### P.7.C: The student is expected to: compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves;

Ripple Tank

#### P.7.D: The student is expected to: investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect; and

Basic Prism

Ripple Tank

#### P.7.E: The student is expected to: describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens.

Ray Tracing (Mirrors)

### P.8: Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenomena.

#### P.8.A: The student is expected to: describe the photoelectric effect and the dual nature of light;

Photoelectric Effect

#### P.8.D: The student is expected to: give examples of applications of atomic and nuclear phenomena using the standard model such as nuclear stability, fission and fusion, radiation therapy, diagnostic imaging, semiconductors, superconductors, solar cells, and nuclear power and examples of applications of quantum phenomena.

Nuclear Reactions

Correlation last revised: 9/15/2020