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High School — Science
Physical Sciences

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      Overview: Talking with Teachers about Physical Sciences

      At this level, students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, students should also understand the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students should demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

      The content in this Teaching Tool is based on the benchmarks defined in the Ohio Science Academic Content Standards with an awareness of the types of questions asked to date on the Ohio Graduation Test (OGT). While various suggestions and activities for working with students are included, this Teaching Tool is designed to complement a rigorous, research-based curriculum, not to substitute for one.

      Additional Sources

      American Association for the Advancement of Science. Benchmarks for Science Literacy. Washington, D.C.: Oxford University Press, 1993.

      American Association for the Advancement of Science. Atlas of Science Literacy. Washington, D.C.: Oxford University Press, 2001.

      Driver, Rosalind, et al. Making Sense of Secondary Science: Research into Children's Ideas. New York: Routledge, 1994.

      Hazen, Robert M. and James Trefil. Science Matters: Achieving Scientific Literacy. New York: Anchor Books, 1992.

      National Academy of Sciences. National Science Education Standards. Washington D.C.: National Academies Press, 1995.

      National Research Council. America's Lab Report: Investigations in High School Science. Washington, D.C.: National Academies Press, 2006.

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