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2020 Physical Science Standards and Bundle Analyses

Page history last edited by Heather Johnston 1 year, 11 months ago

This page lists all Physical Science standards (right column). The standards are grouped into bundles (left column) that represent one way educators might connect the science ideas within each standard to create instructional units of study. Note: This is just one example and does not encompass all the ways teachers might bundle science ideas.

Each bundle name is linked to a bundle analysis that provides a detailed examination of the standards in that bundle. Check out this Guide to the Science Bundle Analyses for more details about each component in the analysis.

Each standard is also linked to its own description, as outlined in the 2020 Oklahoma Academic Standards for Science (OAS-S). Standards marked with an * indicate integrated engineering practices and/or engineering disciplinary core ideas.

Download the full 2020 Oklahoma Academic Standards for Science (OAS-S).

Bundle Name	Standard(s)

Structure, Properties, and Reactions of Matter Students can use the periodic table to identify, predict, and explain atomic properties (i.e., reactivity, number of electrons in outer energy level) and the outcome of chemical reactions based on where elements are located in the periodic table. Students can use models to show that chemical reactions always start and end with the same number and type of atoms, though they will be arranged into different substances, and the mass that was present before is equal to the mass that is present after a reaction occurs. Students can use Collision Theory to explain that reactions occur when particles collide with each other and make new substances. The number of collisions of molecules during a chemical reaction can be influenced by temperature as well as the amount of particles present during a reaction.	PS.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.
	PS.PS1.2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, knowledge of the patterns of chemical properties, and formation of compounds.
	PS.PS1.5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
	PS.PS1.7 Use mathematical representation to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Forces, Motion, and Field Interactions Students analyze and interpret data to support the claim that Newton’s Second Law of motion relates an object’s acceleration to both the net (total) force acting on it and the object’s mass. Applying a force to an object will cause acceleration. When objects interact, their motion is affected. The mass of the objects involved in the interaction can affect how much the motion changes as a result of the interaction. Momentum is determined by the speed of an object with the direction it is traveling (velocity) of an object and the object’s mass. Students use mathematical representations to support the explanation that momentum is conserved as long as there are no new objects added to the system. If a new object is added, the momentum will change in order to maintain a balance in the overall system. Students apply scientific and engineering ideas to design, evaluate and test a device that will use this balance of forces to minimize the effects of a change in momentum on an object. Through investigations students gather evidence to describe how magnets or electric currents cause magnetic fields and how electric charges or changing magnetic fields cause electric fields.	PS.PS2.1 Analyze and interpret data to support the claim of a causal relationship between the net force on an object and its change in motion as described in Newton’s second law of motion.
	PS.PS2.2 Use mathematical representations to support the explanation that the total momentum of a system of objects is conserved when there is no net force on the system.
	PS.PS2.3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
	PS.PS2.5 Plan and conduct an investigation to provide evidence that an electric current can cause a magnetic field and that a changing magnetic field can cause an electric current.

Wave Properties and Electromagnetic Radiation Students identify and describe the characteristics of waves and use mathematical representation to show relationships among frequency, wavelength and speed of waves. The speed of the wave is also dependent on the type of wave and the material through which the wave is moving. Electromagnetic radiation, when absorbed, can be converted to thermal energy, cause damage to living cells, or even cause materials to release electrons, therefore, being converted into electrical energy. Students will evaluate the validity and reliability of published claims regarding the effects of different frequencies of electromagnetic radiation on matter. In addition, the use of electromagnetic waves can be used to send information worldwide and has become an integral part of our society. Students will evaluate questions about the advantages and disadvantages of our current use of and exposure to electromagnetism.	PS.PS4.1 Use mathematical representations to explain both qualitative and quantitative relationships among the frequency, wavelength, and speed of waves traveling in various media.
	PS.PS4.2 Evaluate questions about the advantages and disadvantages of using a digital transmission and storage of information.*
	PS.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.

Energy: Definitions, Conservation, and Transfer The energy of a system depends on the motion of the system, as well as the interactions that occur within the system. Energy is always changing from one kind to another, but the total energy of the system is always the same. Energy can take many forms such as motion, sound, light, and heat. As energy is conserved, students can develop computational models to calculate changes in energy for components of a system if they know how much energy is going into or out of the system. The amount of energy available determines what the system is capable of doing. Energy can be seen in multiple ways and be used to accomplish engineering goals by building machines that capture, use, and/or transform energy. A system with components of differing energy levels will transfer energy between components until all components are of equal energy. Machines and other devices can transform energy from one type into another to perform specific tasks.	PS.PS3.1 Create a computational model to calculate the change in energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
	PS.PS3.2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.
	PS.PS3.3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
	PS.PS3.4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).