Chetek-Weyerhaeuser High School
Physical Science Units and Learning Targets
Physical Science A
Unit 1 The Nature of Science ( 8 Days)
Learning Targets
1. I can construct an investigation utilizing the scientific method (problem, research, hypothesis,
experiment, analysis and conclusions, communication, independent and dependent variables,
constants, controls.)
Learning
Target
Proficiency
4
3
2
1
0
I can construct an investigation utilizing the scientific method (problem, research,
hypothesis, experiment, analysis and conclusions, communication, independent and
dependent variables, constants, controls.)
Descriptor
Definition
Proficient
I can design an investigation utilizing the scientific method (problem,
research, hypothesis, experiment, analysis and conclusions, communication,
independent and dependent variables, constants, controls.)
Developing
I can differentiate between the parts of a sound investigation (problem,
research, hypothesis, experiment, analysis and conclusions, communication,
independent and dependent variables, constants, controls) using examples.
Basic
I can identify the parts of a sound investigation (problem, research,
hypothesis, experiment, analysis and conclusions, communication,
independent and dependent variables, constants, controls.)
Minimal
I can list the steps of the Scientific Method.
No Evidence
No evidence.
2. I can interpolate and extrapolate data using tables and graphs.
Learning
Target
Proficiency
4
3
2
1
0
I can interpolate and extrapolate data using tables and graphs.
Descriptor
Proficient
Developing
Basic
Minimal
No Evidence
Definition
I can interpolate and extrapolate data using tables and graphs.
I can construct tables and graphs using good graphing techniques.
I can explain when each type of graph is used and why tables should be
displayed as graphs.
I can identify the major types of graphs and tables.
No evidence.
3. I can apply the International System of Units to take measurements and convert measurements
utilizing scientific notation.
Learning
Target
I can apply the International System of Units to take measurements and convert
measurements utilizing scientific notation.
Proficiency
4
Descriptor
Proficient
3
2
1
Developing
Basic
Minimal
Mr. Bogdan
Definition
I can apply the International System of Units to take measurements and
convert measurements utilizing scientific notation.
I can convert measurements within the S.I. System.
I can use tools to take measurements using S.I. System units.
I identify the basic measurements used within the S.I. System.
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0
No Evidence
No evidence.
Unit 2 Describing Motion (12 Days)
Learning Targets
1. I can synthesize an explanation of relative motion that utilizes scenarios in order to justify my
explanation.
Learning
Target
Proficiency
4
3
2
1
0
I can synthesize an explanation of relative motion that utilizes scenarios in order to justify
my explanation.
Descriptor
Definition
Proficient
I can synthesize an explanation of relative motion that utilizes scenarios in
order to justify my explanation.
Developing
I can cite evidence of relative motion.
Basic
I can describe relative motion.
Minimal
I can define motion.
No Evidence
No evidence.
2. I can compare and contrast instantaneous, average, and constant speed utilizing graphical
representations in my comparison.
Learning
Target
Proficiency
4
3
2
1
0
I can compare and contrast instantaneous, average, and constant speed utilizing graphical
representations in my comparison.
Descriptor
Definition
Proficient
I can compare and contrast instantaneous, average, and constant speed
utilizing graphical representations in my comparison.
Developing
I can explain instantaneous, average, and constant speed utilizing multiple
examples in my explanation.
Basic
I can identify examples of instantaneous, average, and constant speed.
Minimal
I can define instantaneous, average, and constant speed.
No Evidence
No evidence.
3. I can differentiate between and calculate speed, velocity, and acceleration using data.
Learning
Target
Proficiency
4
I can differentiate between and calculate speed, velocity, and acceleration using data.
Descriptor
Proficient
3
Developing
2
Basic
1
Minimal
0
No Evidence
Definition
I can differentiate between and calculate speed, velocity, and acceleration
using data.
I can explain how changing factors in each equation will alter the outcomes
of various speeds, velocities, and accelerations.
I can calculate speeds, velocities, and accelerations given 2 of the 3 factors
for each.
I can define speed, velocity, and acceleration, and identify the equation and
units associated with each.
No evidence.
4. I can construct and interpret graphs illustrating speed, velocity, and acceleration.
Learning
Target
Proficiency
4
Mr. Bogdan
I can construct and interpret graphs illustrating speed, velocity, and acceleration.
Descriptor
Proficient
Definition
I can construct and interpret graphs illustrating speed, velocity, and
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3
2
1
Developing
Basic
Minimal
0
No Evidence
acceleration.
I can construct accurate graphs of speed, velocity, and acceleration.
I can explain the meanings of slopes of lines on different graphs.
Identify components of a complete graph for speed, velocity, and
acceleration.
No evidence.
Unit 3 Forces (12 Days)
Learning Targets
1. I can differentiate between balanced and unbalanced forces using explanations and force
diagrams
Learning
Target
Proficiency
4
3
2
1
0
I can differentiate between balanced and unbalanced forces using explanations and force
diagrams
Descriptor
Definition
Proficient
I can differentiate between balanced and unbalanced forces using
explanations and force diagrams.
Developing
I can model the forces acting on an object through a force diagram.
Basic
I can identify whether or not forces are balanced and unbalanced.
Minimal
I can define force, balanced, and unbalanced forces.
No Evidence
No evidence.
2. I can evaluate scenarios in order to justify which of Newton’s Laws are in action and explain
momentum.
Learning
Target
I can evaluate scenarios in order to justify which of Newton’s Laws are in action and explain
momentum.
Proficiency
4
Descriptor
Proficient
3
Developing
2
Basic
1
0
Minimal
No Evidence
Definition
I can evaluate scenarios in order to justify which of Newton’s Laws are in
action and verify the law of conservation of momentum.
I can explain how altering the factors in the momentum equation and
Newton’s 2nd Law will impact the product of each. I can also explain each
Newton’s Laws of Motion using examples.
I can identify examples of Newton’s Laws of Motion and calculate
momentum and Newton’s 2nd Law.
I can define momentum and each of Newton’s Laws of Motion.
No evidence.
3. I can justify the existence of gravity using Newton’s Law of Gravitation, the General Theory of
Relativity, and provide thought experiments as validation.
Learning
Target
Proficiency
4
3
2
1
Mr. Bogdan
I can justify the existence of gravity using Newton’s Law of Gravitation, the General Theory
of Relativity, and provide thought experiments as validation.
Descriptor
Definition
Proficient
I can justify the existence of gravity using Newton’s Law of Gravitation,
the General Theory of Relativity, a providing thought experiments as
validation.
Developing
I can validate the impact of gravity on different objects through conceptual
models and thought experiments.
Basic
I can explain gravity in terms of General Theory of Relativity.
Minimal
I can identify the factors that make up Newton’s Law of Gravitation, and
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No Evidence
how changing each will impact the force of gravity.
No evidence.
4. I can diagram projectile motion relating the horizontal and vertical velocities to the motion of the
object.
Learning
Target
Proficiency
4
3
2
1
0
I can diagram projectile motion relating the horizontal and vertical velocities to the motion
of the object.
Descriptor
Definition
Proficient
I can diagram projectile motion relating the horizontal and vertical
velocities to the motion of the object.
Developing
I can use an experiment to verify the impact of gravity on projectile motion.
Basic
I can explain how the lack of relationship between the x velocity and y
velocity, and how that impacts the path of an object.
Minimal
I can define what a projectile is and define projectile motion.
No Evidence
No evidence.
5. I can construct a device that will mitigate the force felt by an occupant inside during a collision.
This device will be diagramed and explained using the terms air resistance, momentum, each of
Newton’s Laws in order to justify the design.
Learning
Target
Proficiency
4
I can construct a device that will mitigate the force felt by an occupant inside during a
collision. This device will be diagramed and explained using the terms air resistance,
momentum, each of Newton’s Laws in order to justify the design.
Descriptor
Definition
Proficient
I can construct a device that will mitigate the force felt by an occupant
inside during a collision. This device will be diagramed and explained
using the terms air resistance, momentum, each of Newton’s Laws in order
to justify the design.
3
Developing
2
1
0
Basic
Minimal
No Evidence
I can explain how the device I constructed will protect an occupant inside
using non-scientific terms.
I can construct a device that will protect an occupant inside.
I can design a device that will protect an occupant inside.
No evidence.
Unit 4 Energy (10-12 Days)
Learning Targets
1. I can distinguish between each of the different forms of energy using examples and explain the
source of each form of energy. (electric, thermal, mechanical, nuclear, chemical,
electromagnetic/radiant)
Learning
Target
Proficiency
4
3
2
1
Mr. Bogdan
I can distinguish between each of the different forms of energy using examples and explain
the source of each form of energy. (electric, thermal, mechanical, nuclear, chemical,
electromagnetic/radiant)
Descriptor
Definition
Proficient
I can distinguish between each of the different forms of energy using
examples and explain the source/cause of each form of energy. (electric,
thermal, mechanical, nuclear, chemical, electromagnetic/radiant)
Developing
I can explain each of the forms of energy using examples.
Basic
I can define each of the forms of energy.
Minimal
I can list each of the forms of energy.
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0
No Evidence
No evidence.
2. I can evaluate and calculate changes in kinetic, potential, and thermal energy in macroscopic and
microscopic scenarios.
Learning
Target
Proficiency
4
3
2
1
0
I can evaluate and calculate changes in kinetic, potential, and thermal energy in macroscopic
and microscopic scenarios.
Descriptor
Definition
Proficient
I can evaluate and calculate changes in kinetic, potential, and thermal
energy in macroscopic and microscopic scenarios.
Developing
I can explain changes in and between kinetic, potential, and thermal energy
in everyday situations.
Basic
I can use the formulas for kinetic, potential, and thermal energy to calculate
each given a problem
Minimal
I define kinetic, potential, and thermal energy.
No Evidence
No Evidence
3. I can examine everyday technology in order to illustrate changes in the forms of energy from
inputs through outputs, recognizing the Law of Conservation of Energy.
Learning
Target
I can examine everyday technology in order to illustrate changes in the forms of energy from
inputs through outputs, recognizing the Law of Conservation of Energy.
Proficiency
4
Descriptor
Proficient
3
Developing
2
Basic
1
0
Minimal
No Evidence
Definition
I can examine everyday technology in order to illustrate and explain
changes in the forms of energy from inputs through outputs, recognizing the
Law of Conservation of Energy.
I can explain the energetic inputs and outputs of a device but cannot justify
them using the Law of Conservation of Energy.
I can chart the changes in energy forms in a device, but cannot explain why
the changes occur.
I can identify energy forms present in every day pieces of technology.
No evidence.
Unit 5 Work and Machines (10-12 Days)
Learning Targets
1. I can evaluate a situation in order to determine and explain whether or not work (scientific
definition) has occurred. In order to justify my evaluation, I will be able to calculate changes in
work and power to provide data to support my answer.
Learning
Target
Proficiency
4
3
2
1
0
Mr. Bogdan
I can evaluate a situation in order to determine and explain whether or not work (scientific
definition) has occurred. In order to justify my evaluation, I will be able to calculate
changes in work and power to provide data to support my answer.
Descriptor
Definition
Proficient
I can evaluate a situation in order to determine and explain whether or not
work (scientific definition) has occurred. In order to justify my evaluation,
I will be able to calculate changes in work and power to provide data to
support my answer.
Developing
I can calculate changes in work and power for various situations.
Basic
I can explain why work has, or has not occurred.
Minimal
I can determine whether or not work has occurred.
No Evidence
No evidence.
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2. I can analyze everyday objects in order to determine which type of simple machine (and subclass
if applicable) is being utilized in that object and calculate its ideal mechanical advantage.
Learning
Target
Proficiency
4
3
2
1
0
I can analyze everyday objects in order to determine which type of simple machine (and
subclass if applicable) is being utilized in that object and calculate its ideal mechanical
advantage.
Descriptor
Definition
Proficient
I can analyze everyday objects in order to determine which type of simple
machine (and subclass if applicable) is being utilized in that object and
calculate its ideal mechanical advantage.
Developing
I can differentiate between each of the six simple machines and their
subclasses.
Basic
I can calculate the ideal mechanical advantage for each type of simple
machine.
Minimal
I can list each of the six types of simple machines and their sub-classes.
No Evidence
No evidence.
3. I can design and construct a Rube Goldberg style compound machine utilizing each of the six
simple machines within it to perform an everyday task. I will be able to explain where each
simple machine is being used within my compound machine.
Learning
Target
Proficiency
4
3
2
1
0
I can design and construct a Rube Goldberg style compound machine utilizing each of the
six simple machines within it to perform an everyday task. I will be able to explain where
each simple machine is being used within my compound machine.
Descriptor
Definition
Proficient
I can design and construct a Rube Goldberg style compound machine
utilizing each of the six simple machines within it to perform an everyday
task. I will be able to explain where each simple machine is being used
within my compound machine.
Developing
I can design and construct a Rube Goldberg style compound machine
utilizing more than half of the six simple machines within it to perform an
everyday task. I will be able to explain where each simple machine is being
used within my compound machine.
Basic
I can design and construct a Rube Goldberg style compound machine
utilizing fewer than half of the six simple machines within it to perform an
everyday task. I will be able to explain where each simple machine is being
used within my compound machine.
Minimal
I design a Rube Goldberg style compound machine that includes each of the
six simple machines.
No Evidence
No evidence.
Physical Science B
Unit 1 Waves (8-10 Days)
Learning Targets
1. I can compare and contrast transverse and compressional waves, distinguishing between the
various parts and providing examples of each.
2. I can calculate the speed, frequency, wavelength, and period of various waves through theoretical
values and experimental data.
3. I can distinguish between reflection, refraction and diffraction and provide examples of each.
Mr. Bogdan
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4. I can evaluate how the wavelength and frequency of sound and the electromagnetic spectrum
determine how I perceive a wave, including Doppler shifts.
Unit 2 Classification of Matter ( 10 Days)
Learning Targets
1. I can differentiate between elements, compounds, and the classes of mixtures, providing
examples of each. (D12.1)
2. I can distinguish physical properties and changes from chemical properties and changes. (D12.5)
3. I can synthesize a formal lab report that will evaluate a procedure that I used, based on physical
and chemical properties, to separate a mixture into its original components.
Unit 3 States of Matter (12 Days)
Learning Targets
1. I can explain the three parts of the kinetic theory utilizing the four classical states of matter in my
explanation.
2. I can model and explain how various principles (Archimedes, Pascal’s, Bernoulli’s) rationalize
events and machinery used in our daily lives. (D12.11)
3. I can distinguish between demonstrate examples of the gas laws ( Gay-Lucass’s, Charles’s, and
Boyle’s Laws)
4. I can construct a vessel out of concrete that will apply principles from this unit in order to stay
afloat when placed in water.
Unit 4 Properties of Atoms and The Periodic Table (8 Days)
Learning Targets
1. I can sequence various models of the atom and explain how each model advanced our
understanding of the atom.( A12.4)
2. I can distinguish between the sub-atomic and quantum particles that compose an atom. (D12.1)
3. I can construct a model of an atom with appropriate number and position of subatomic particles.
4. I can demonstrate how to use and retrieve information from periodic table.
Unit 5 Chemical Bonds (10 Days)
Learning Targets
1. I can differentiate between and model covalent and ionic bonding, explaining why each occurs.
(D12.2) ( D12.4)
2. I can compose formulas and produce names for chemical compounds.
Unit 6 Chemical Reactions (10 Days)
Learning Targets
1. I can justify the importance of the Law of Conservation of Mass in writing a balanced chemical
equation.
2. I can classify chemical reactions based on interpretations of chemical equations. ( D12.6)
3. I can create a balanced chemical equation representing various chemical reactions given names or
formulas for compounds and elements in the reaction.
4. I can distinguish between exothermic and endothermic reactions. (D12.6)
Mr. Bogdan
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