Tennessee State Standards
Physical Science

Course Description
Physical Science is a course that explores the relationship between matter and energy. The student will investigate the following:
~ Force and Motion
~Structure and Properties of Matter
~Interactions of Matter
~Energy
It is the expectation that students will experience the content of Physical Science through inquiry learning. Hands-on laboratory investigations, individual studies, and group activities should constitute a major portion of the learning experience. Using available technology, students will investigate forces and motion, the chemical and physical properties of matter, the ways in which matter and energy interact within the natural world, and the forms and properties of energy. Conservation of matter and energy is an underlying theme throughout the course. Physical Science will provide the knowledge, prerequisite skills, and habits of mind needed for problem solving and ethical decision-making about matters of scientific and technological concern. Physical science provides a basic foundation for advanced studies in chemistry and physics.

Standard Number: 1.0 Force and Motion
Standard: The student will explore the concepts of force and motion.
Learning Expectations:
The student will:
1.1 investigate the relationship between speed, velocity, and acceleration.
1.2 analyze and apply Newton’s three laws of motion.
1.3 relate gravitational force to mass and distance.
1.4 demonstrate the relationship between work, power, and machines.
1.5 examine the law of conservation of momentum in everyday situations.
Performance Indicators State:
At Level 1, the student is able to:
~ distinguish between speed and velocity, given a scenario.
~relate inertia, force, or action-reaction forces to Newton’s three laws of motion, given an illustration or a diagram.
~ distinguish between mass and weight, given examples using SI units.
~ identify simple machines, given illustrations.
At Level 2, the student is able to:
~ interpret distance-time graphs for velocity or velocity-time graphs for acceleration.
~calculate velocity, given distance and time; acceleration, given velocity and time; force, given mass and acceleration; work, given force and distance; or power, given work and time, using the provided formulas.
~ distinguish among the three laws of motion, given a scenario.
~choose the correct illustration that relates the effects of gravity on the motion of falling bodies, tides or satellites.
At Level 3, the student is able to:
~ recognize the simple machines found in a compound machine, given an illustration.
~ choose the correct scenario that illustrates the law of conservation of momentum.
Performance Indicators Teacher:
At Level 1, the student is able to:
~ create a situation that differentiates between speed and velocity.
~ model Newton’s three laws of motion.
~ research various definitions of mass and weight.
~ design and construct simple machines.
At Level 2, the student is able to:
~ collect data, and construct, analyze and interpret graphs pertaining to distance, speed, velocity and time.
~ solve application problems related to velocity, acceleration, force, work, and power using appropriate units of measurement.
~ evaluate scenarios illustrating the three laws of motion.
~ demonstrate the effects of gravity on objects.
~ write a reflection on a demonstration on the law of conservation of momentum.
~ research careers that involve forces of motion.
At Level 3, the student is able to:
~ design a compound machine.
Sample Task:
Connecting Motion to Force. Use a plastic drinking cup that is about 2/3 full of water or sand to anchor it. Lay a flat index card over the top of the cup. Place a penny on the card, centered over the cup. With a quick flick of your finger, give the card a horizontal push. Record your observations. Analysis: Explain why the penny behaved as it did.

Standard Number: 2.0 Structure and Properties of Matter
Standard: The student will examine the structure, properties, and classifications of matter.
Learning Expectations
The student will:
2.1 classify and identify matter as a pure substance or a mixture.
2.2 explore matter in terms of specific properties.
Performance Indicators State:
At Level 1, the student is able to:
~ select a pure substance, which is an element or a compound, from a list of choices.
~ identify a substance as a compound or mixture, given a description of the substance.
~ distinguish between the volume, shape and particle arrangement in the four phases of matter (solid, liquid, gas, and plasma).
~ distinguish among elements, compounds, solutions, colloids, and suspensions, given an example.
At Level 2, the student is able to:
~ identify an element as a metal, nonmetal or metalloid using the periodic table.
~ identify the three major subatomic particles (protons, neutrons, and electrons) and their locations in the atom, given an illustration.
~ recognize the symbols for common elements (H, He, Li, …) or formulas for common compounds (i.e. H2O, NaCl, CO2, HCl, Fe2O3, C6H12O6, NaOH), given a list.
~ calculate density, given mass and volume.
~ predict the behavior of an object when placed in water, given its density.
At Level 3, the student is able to:
~ identify the atomic number, atomic mass, number of protons, number of neutrons, and number of electrons in an atom of a given element, using the periodic table.
~ determine the effects of pressure, temperature, or volume (related to Charles’ and Boyle’s law) on the behavior of gases, given a diagram.
Performance Indicators Teacher:
At Level 1, the student is able to:
~ identify matter as solid, liquid, gas, or plasma.
~ illustrate the difference among solids, liquids, and gases based on volume, shape, and particle arrangement.
~ construct a chart of element, compound, and mixture examples, using pictures.
~ classify a given mixture as homogeneous or heterogeneous.
~ describe matter in terms of its atoms and molecules.
At Level 2, the student is able to:
~ construct a 3D model of the atom with its three subatomic particles in correct locations.
~ match symbols and formulas to element and compound examples or samples.
~ measure the mass and volume of a variety of items, using appropriate methods and units.
~ create an activity to determine if an object will float in water.
~ classify substances as metals or nonmetals, based on physical properties.
~ explore chemistry-related occupations.
At Level 3, the student is able to:
~create a density gradient for liquids of different densities.
~ explore Archimedes principle or Bernoulli’s principle through lab activities.

Standard Number: 3.0 Interactions of Matter
Standard: The student will investigate the interactions of matter.
Learning Expectations
The student will:
3.1 investigate chemical and physical changes.
3.2 analyze chemical equations.
3.3 compare and contrast acids and bases.
3.4 explore the laws of conservation of mass.
Performance Indicators State:
At Level 1, the student is able to:
~ determine whether a change in matter is physical or chemical, given examples.
~ identify the reactants and products in a chemical reaction, given a chemical equation.
~ identify a substance as acidic, basic, or neutral, given its pH.
At Level 2, the student is able to:
~ select the reaction that is endothermic or exothermic, given the temperature change during the reaction.
~ identify a chemical reaction as either synthesis, decomposition, single-replacement or double-replacement reactions, given examples.
~ predict the effect of acid rain on people or the environment, given a scenario.
~ demonstrate the law of conservation of mass in a chemical reaction by selecting the balanced equation.
At Level 3, the student is able to:
~ select the correct coefficients to balance a given chemical equation.
~ predict the products, given the reactants of a chemical reaction.
Performance Indicators Teacher:
At Level 1, the student is able to:
~ describe how chemical symbols, formulas, and balanced chemical equations are used to explain a chemical reaction.
~ investigate processes of chemical reactions.
~ describe synthesis, decomposition, single-replacement, and double-replacement reactions, using reaction equations.
~ analyze how various indicators (litmus paper, red cabbage, universal indicator, or pH sensor) are used to determine the pH of a substance.
At Level 2, the student is able to:
~ demonstrate exothermic and endothermic reactions.
~ research acid rain and its effect on the environment.
~ investigate the laws of conservation of mass through an experiment or teacher demonstration.
~ create a visual display detailing career options and the educational requirements for science careers.
At Level 3, the student is able to:
~ balance a simple chemical equation.
~ develop a concept map for chemical bonding.

Standard Number: 4.0 Energy
Standard: The student will compare and contrast various forms of energy.
Learning Expectations:
The student will:
4.1 investigate the properties and behaviors of waves.
4.2 explore and explain the nature of sound and light energy.
4.3 examine the applications and effects of heat energy.
4.4 probe the fundamental principles and applications of electrical energy.
4.5 distinguish between nuclear fission and nuclear fusion.
4.6 investigate the law of conservation of energy.
Performance Indicators State:
At Level 1, the student is able to:
~ classify waves as transverse or longitudinal, given an illustration.
~ identify wavelength, frequency and amplitude, given an illustration.
~ determine the temperature scale, given the boiling and/or freezing point of water.
At Level 2, the student is able to:
~ identify a wave interaction as reflection, diffraction, refraction, and interference, given an example.
~ select characteristics that best describe sound or light energy.
~ determine whether the transfer of thermal energy is conduction, convection or radiation, given an illustration.
~ compare and contrast the four kinds of wave interactions (reflection, diffraction, refraction, and interference).
~ calculate voltage, given resistance and current in a series circuit, given the formulas.
~ distinguish between nuclear fission and nuclear fusion, given a scenario.
~ select the statement that best describes the law of conservation of energy.
At Level 3, the student is able to:
~ calculate the amount of heat gained or lost by a substance during a chemical reaction, given the formula.
Performance Indicators Teacher:
At Level 1, the student is able to:
~ create a situation that demonstrates how waves are produced and move.
~ model or observe the relationship among kinetic, potential, and total energy within a closed system.
~ describe the relationship between kinetic energy and temperature within a substance.
~ distinguish between heat and temperature, including units.
~ compare and contrast the efficiency of fluorescent and incandescent lights.
~ create a progression of electricity from its source to the home.
~ identify sources of commercial/residential heat energy.
~ write an essay, supported by data, to emphasize the importance of energy conservation.
~ research careers that relate to energy, heat, or electricity.
At Level 2, the student is able to:
~ calculate wave speed, given its frequency and wavelength.
~ demonstrate how compressions and rarefactions of a sound wave change when they travel through different media.
~ differentiate between music and noise in terms of sound waves.
~ collect data, construct and interpret graphs pertaining to the frequency and wavelength of different sounds.
~ identify the medical and industrial uses of ultrasound.
~ create an activity that demonstrates the conservation of heat energy.
~ construct a schematic of a simple electrical circuit.
~ design an experiment to verify Ohm’s law.
~ compare the types of energy and their impact on science and society.
At Level 3, the student is able to:
~ research the economies of various commercial heat sources, defending views about why they are or are not practical choices of energy.
~ analyze a series electrical circuit to show that the sum of the individual voltage drops across circuit resistors equals the total voltage source.
~ research and debate the relationship between current energy situations and the possibility of future energy crises.