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We provide for you a reproduction of the Alabama Course of Study: Science ADOPTED BY SBE FEBRUARY 2001. If you are interested in a correlation of the Alabama Course of Study, the Alabama High School Graduation Exams, and the Alabama Science in Motion labs, one is available here for download in both pdf and doc formats.
Alabama Course of Study: Science
PHYSICS CORE
Physics is the branch of science that addresses the properties
of physical matter, physical quantities, and their relationships. Physics
consists of studies of motion, force, energy, heat, light, sound, fluids,
electricity, and magnetism. The Physics Content Standards comprise the
Physics Core to be incorporated into all first-year physics courses. The
Core itself is not intended to serve as the entire curriculum of any course
but as a basis upon which to build a course. Teachers are encouraged to
expand the physics curriculum beyond the limits of this Core Content. The
differences among physics courses developed using this Core will be in
the extent and sophistication of experimentation, content, technical applications,
and instrumentation as well as in the level of difficulty and abstractness.
All physics courses developed from the Content Core should be laboratory
based.
The Physics Core provides the opportunity for students to expand their knowledge of physical phenomena through an in-depth study of the two Physical Science strand
Some basic concepts and skills are not addressed in the
Core because these have been introduced in earlier grades. As a result
of taking courses developed from the Content Core, students can develop
the ability to think critically, to make intelligent decisions, and to
solve practical problems related to matter and energy. These Content Standards
de-emphasize the working of narrow algorithmic problems in favor of understanding
and being able to describe and interpret quantitative relationships in
physics. Computer-centered technology is an important component of any
physics course developed from this Content Core. The use of probeware such
as photogates, pressure sensors, and nuclear scalers should be included.
Probeware can be interfaced with calculator-based or computer-based programs
so that data can be acquired directly during investigations and then manipulated
and analyzed later. Safe field and laboratory investigations should be
used in instruction to the maximum extent possible to illustrate scientific
concepts and principles and support inquiry instruction. The recommended
prerequisite math course is Algebra II. Physical Science is recommended
for students who have not mastered the rigorous
integrated middle school curriculum in this document.
Minimum Required Content: Scientific Skills
PROCESS AND APPLICATION
Students will:
1. Understand fundamental assumptions about the universe upon which the scientific enterprise is based.
2. Discuss science as a body of knowledge and an investigative process.
3. Conduct scientific investigations systematically.
4. Exhibit behaviors appropriate to the scientific enterprise consistently.
Examples: curiosity, creativity, integrity, patience, skepticism, logical reasoning, attention to detail, openness to new ideas
5. Demonstrate correct care and safe use of instruments and equipment.
6. Demonstrate the ability to choose, construct, and/or assemble appropriate equipment for scientific investigations.
7. Apply critical and integrated science-thinking skills.
8. Use mathematical models, simple statistical models, and graphical models to express patterns and relationships determined from sets of scientific data.
Example: calculate mean, median, mode, standard deviation, percent error, and linear regressions from sample data
9. Solve for unknown quantities by manipulating variables.
Example: calculating tension
10. Use written and oral communication skills to present and explain scientific phenomena and concepts individually or in collaborative groups using technical and non-technical language.
Examples: laboratory reports, journal entries, computer-based slide show presentations, daily log reports, student presentations
11. Choose appropriate technology to retrieve relevant information from the Internet such as electronic encyclopedias, indices, and databases.
12. Analyze the advantages and disadvantages of widespread use of and reliance on technology.
13. Practice responsible use of technology systems, information, and software such as following copyright laws.
14. Evaluate technology-based options for lifelong learning.
Examples: Internet usage, online/distance learning
15. Identify the uses of technology in scientific applications.
Examples: lasers and optics in industry and medical imaging, communication devices, microelectronics
16. Collect data and construct and analyze graphs, tables,
and charts using tools such as computers or calculator-based probeware.
Minimum Required Content: Scientific Knowledge
FORCES AND MOTIONS
17. Describe the basic natural forces.
18. Understand the interrelationships among mass, distance, force, velocity, acceleration, and time.
19. Explain the significance of slope and area under a curve when graphing motion data.
Example: relationship between the distance-time graph and the velocity-time graph
20. Analyze vector problems graphically and trigonometrically.
Example: develop a free body diagram
21. Use vectors to analyze the motion of an object acted upon by more than one force.
Example: resultant effect of friction, gravity, and the normal force on an object sliding down an inclined plane
22. Demonstrate an understanding of momentum.
23. Explain planetary motion and navigation in space in terms of Kepler's and Newton's laws.
24. Apply quantitative relationships involving mass, weight, distance, work, power, gravitational potential energy, and kinetic energy.
25. Explain the laws of thermodynamics.
26. Describe relationships qualitatively and quantitatively
between changes in heat energy and changes in temperature.
INTERACTIONS OF ENERGY AND MATTER
Waves
27. Classify waves according to type.
28. Explain wave behavior in terms of reflection, refraction, and diffraction.
29. Differentiate between constructive and destructive wave interference.
30. Relate physical properties of sound and light to wave characteristics.
Examples: loudness to amplitude, pitch to frequency, color to wavelength and frequency, red shift to Doppler effect
31. Explain the impact of change in media upon the speed, frequency, and wavelength of a wave.
32. Describe how different components of the electromagnetic spectrum are used for communication purposes.
Examples: laser radiation, microwave radiation, radio
waves
Light
33. Demonstrate an understanding of reflection.
Examples: tracing the path of a reflected light ray, predicting the formation of reflected images through tracing of rays and use of the mirror equation
34. Demonstrate an understanding of refraction.
Examples: tracing and calculating the path of a refracted light ray through prisms using Snell's law, predicting the formation of refracted images through ray tracing and use of the lens equation
35. Demonstrate an understanding of diffraction.
Examples: Huygen's principle and how it applies to diffraction; calculation of pos ition of bright spots formed by monochromatic light passing through a pair of slits; measurement of wavelength of monochromatic light knowing slit separation, distance to screen, and position of bright spots
36. Explain polarization.
37. Describe similarities in the calculation of electrical force, magnetic force, and gravitational force between objects.
38. Explain the production of static change in an electroscope through induction and conduction.
39. Identify methods by which an electric field can be created.
Examples: rubbing materials together (friction), using batteries (chemical means), moving a closed loop of wire across a magnetic field
40. Apply quantitative relationships among charge, current, potential energy, potential difference, resistance, and electrical power for simple series, parallel, or combination DC circuits.
41. Determine the force on charged particles using Coulomb's
law.
Modern Physics
42. Demonstrate an understanding of the scientific implications of the following as they relate to the nature of particles (atoms).
