Science Georgia Standards of Excellence

Physical Science Standards

The Science Georgia Standards of Excellence are designed to provide foundational knowledge
and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for
Science Literacy and the follow up work, A Framework for K-12 Science Education were used as
the core of the standards to determine appropriate content and process skills for students. The
Science Georgia Standards of Excellence focus on a limited number of core disciplinary ideas
and crosscutting concepts which build from Kindergarten to high school. The standards are
written with the core knowledge to be mastered integrated with the science and engineering
practices needed to engage in scientific inquiry and engineering design. Crosscutting concepts
are used to make connections across different science disciplines.

The Science Georgia Standards of Excellence drive instruction. Hands-on, student-centered, and
inquiry-based approaches should be the emphasis of instruction. The standards are a required
minimum set of expectations that show proficiency in science. However, instruction can extend
beyond these minimum expectations to meet student needs. At the same time, these standards set
a maximum expectation on what will be assessed by the Georgia Milestones Assessment System.

Science consists of a way of thinking and investigating, as well a growing body of knowledge
about the natural world. To become literate in science, students need to possess sufficient
understanding of fundamental science content knowledge, the ability to engage in the science
and engineering practices, and to use scientific and technological information correctly.
Technology should be infused into the curriculum and the safety of the student should always be
foremost in instruction.

The Physical Science Georgia Standards of Excellence are designed to continue student
investigations of the physical sciences that began in grades K-8, and provide students the
necessary skills to have a richer knowledge base in physical science. The standards in this course
are designed as a survey of the core ideas in the physical sciences. Those core ideas will be
studied in more depth during in the chemistry and physics courses. The physical science
standards include abstract concepts such as the conceptualization of the structure of atoms and
the role they play in determining the properties of materials, motion and forces, the conservation
of energy and matter, wave behavior, electricity, and the relationship between electricity and
magnetism. The idea of radioactive decay is limited to the understanding of whole half-lives and
how a constant proportional rate of decay is consistent with declining measures that only
gradually approach to zero. Students investigate physical science concepts through the study of
phenomena, experiences in laboratory settings, and field work.

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 Science Georgia Standards of Excellence

Physical Science

SPS1. Obtain, evaluate, and communicate information from the Periodic Table to explain
the relative properties of elements based on patterns of atomic structure.
a. Develop and use models to compare and contrast the structure of atoms, ions and isotopes.
(Clarification statement: Properties include atomic number, atomic mass and the location and
charge of subatomic particles.)
b. Analyze and interpret data to determine trends of the following:
 Number of valence electrons
 Types of ions formed by main group elements
 Location and properties of metals, nonmetals, and metalloids
 Phases at room temperature
c. Use the Periodic Table as a model to predict the above properties of main group elements.

SPS2. Obtain, evaluate, and communicate information to explain how atoms bond to form
stable compounds.
a. Analyze and interpret data to predict properties of ionic and covalent compounds.
(Clarification statement: Properties are limited to types of bonds formed, elemental
composition, melting point, boiling point, and conductivity.)
b. Develop and use models to predict formulas for stable, binary ionic compounds based on
balance of charges.
c. Use the International Union of Pure and Applied Chemistry (IUPAC) nomenclature for
translating between chemical names and chemical formulas.
(Clarification statement: Limited to binary covalent and binary ionic, containing main group
elements, compounds but excludes polyatomic ions.)

SPS3. Obtain, evaluate, and communicate information to support the Law of Conservation
of Matter.
a. Plan and carry out investigations to generate evidence supporting the claim that mass is
conserved during a chemical reaction.
(Clarification statement: Limited to synthesis, decomposition, single replacement, and
double replacement reactions.)
b. Develop and use a model of a chemical equation to illustrate how the total number of atoms
is conserved during a chemical reaction.
(Clarification statement: Limited to chemical equations that include binary ionic and
covalent compounds and will not include equations containing polyatomic ions.)

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 Science Georgia Standards of Excellence

SPS4. Obtain, evaluate, and communicate information to explain the changes in nuclear
structure as a result of fission, fusion and radioactive decay.
a. Develop a model that illustrates how the nucleus changes as a result of fission and fusion.
b. Use mathematics and computational thinking to explain the process of half-life as it relates to
radioactive decay.
(Clarification statement: Limited to calculations that include whole half-lives.)
c. Construct arguments based on evidence about the applications, benefits, and problems of
nuclear energy as an alternative energy source.

SPS5. Obtain, evaluate, and communicate information to compare and contrast the phases
of matter as they relate to atomic and molecular motion.
a. Ask questions to compare and contrast models depicting the particle arrangement and motion
in solids, liquids, gases, and plasmas.
b. Plan and carry out investigations to identify the relationships among temperature, pressure,
volume, and density of gases in closed systems.
(Clarification statement: Using specific Gas laws to perform calculations is beyond the scope
of this standard; emphasis should focus on the conceptual understanding of the behavior of
gases rather than calculations.)

SPS6. Obtain, evaluate, and communicate information to explain the properties of

solutions.
a. Develop and use models to explain the properties (solute/solvent, conductivity, and
concentration) of solutions.
b. Plan and carry out investigations to determine how temperature, surface area, and agitation
affect the rate solutes dissolve in a specific solvent.
c. Analyze and interpret data from a solubility curve to determine the effect of temperature on
solubility.
d. Obtain and communicate information to explain the relationship between the structure and
properties (e.g., pH, and color change in the presence of an indicator) of acids and bases.
(Clarification statement: Limited to only the structure of simple acids and bases (e.g., HCl
and NaOH) that demonstrates the presence of an H+ or OH-.
e. Plan and carry out investigations to detect patterns in order to classify common household
substances as acidic, basic, or neutral.

SPS7. Obtain, evaluate, and communicate information to explain transformations and flow
of energy within a system.
a. Construct explanations for energy transformations within a system.
(Clarification statement: Types of energy to be addressed include chemical, mechanical,
electromagnetic, light, sound, thermal, electrical, and nuclear.)

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 Science Georgia Standards of Excellence

b. Plan and carry out investigations to describe how molecular motion relates to thermal energy
changes in terms of conduction, convection, and radiation.
c. Analyze and interpret specific heat data to justify the selection of a material for a practical
application (e.g., insulators and cooking vessels).
d. Analyze and interpret data to explain the flow of energy during phase changes using
heating/cooling curves.

SPS8. Obtain, evaluate, and communicate information to explain the relationships among
force, mass, and motion.
a. Plan and carry out an investigation to analyze the motion of an object using mathematical
and graphical models.
(Clarification statement: Mathematical and graphical models could include distance,
displacement, speed, velocity, time and acceleration.)
b. Construct an explanation based on experimental evidence to support the claims presented in
Newton’s three laws of motion.
(Clarification statement: Evidence could demonstrate relationships among force, mass,
velocity, and acceleration.)
c. Analyze and interpret data to identify the relationship between mass and gravitational force
for falling objects.
d. Use mathematics and computational thinking to identify the relationships between work,
mechanical advantage, and simple machines.

SPS9. Obtain, evaluate, and communicate information to explain the properties of waves.
a. Analyze and interpret data to identify the relationships among wavelength, frequency, and
energy in electromagnetic waves and amplitude and energy in mechanical waves.
b. Ask questions to compare and contrast the characteristics of electromagnetic and mechanical
waves.
c. Develop models based on experimental evidence that illustrate the phenomena of reflection,
refraction, interference, and diffraction.
d. Analyze and interpret data to explain how different media affect the speed of sound and light
waves.
e. Develop and use models to explain the changes in sound waves associated with the Doppler
Effect.

SPS10. Obtain, evaluate, and communicate information to explain the properties of and
relationships between electricity and magnetism.
a. Use mathematical and computational thinking to support a claim regarding relationships
among voltage, current, and resistance.

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 Science Georgia Standards of Excellence

b. Develop and use models to illustrate and explain the conventional flow (direct and
alternating) of current and the flow of electrons in simple series and parallel circuits.
(Clarification statement: Advantages and disadvantages of series and parallel circuits should
be addressed.)
c. Plan and carry out investigations to determine the relationship between magnetism and the
movement of electrical charge.
(Clarification statement: Investigations could include electromagnets, simple motors, and
generators.)

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