02 - Physical and Chemistry Assessment 2nd ESO - 18-19

2018/2019 YEAR
DEPARTMENT OF PHYSICS AND CHEMISTRY

IES SALVADOR RUEDA DE MÁLAGA
INDEX
Evaluation of Physics and Chemistry 2nd ESO Academic year: 2018/2019
2018/2019 YEAR........................................................................................................................................1
INDEX.....................................................................................................................................................2
I. SEQUENCING AND TIMING OF CONTENTS........................................................................3
II. ASSESSMENT.............................................................................................................................3
1.1. initial evaluation..................................................................................................................10
1.2. Continuous assessment........................................................................................................11
1.3. Final or summative evaluation............................................................................................11
■ Systematic observation of students.............................................................................................12
■ Analysis of your productions......................................................................................................12
The grade for the qualification in each evaluation period, which will be carried out based on the
evaluation criteria and procedures indicated above, will be obtained by adding the grades
obtained in the following sections:.................................................................................................14
■ Oral and/or written questions in class . This section will take into account:..............................14
■ The student's attitude towards the subject. In this section it will be assessed:...........................15
III. ATTENTION TO DIVERSITY.............................................................................................16
Attention to diversity in materials:.................................................................................................19
IV. DIDACTIC UNITS.................................................................................................................20
CONTENTS...................................................................................................................................20
EVALUATION CRITERIA..........................................................................................................21
EVALUABLE LEARNING STANDARDS.................................................................................21
CONTENTS...................................................................................................................................22
CONTENTS...................................................................................................................................22
CONTENTS...................................................................................................................................23
CONTENTS...................................................................................................................................24
CONTENTS...................................................................................................................................24
CONTENTS...................................................................................................................................25
IES Salvador Rueda Department of Physics and Chemistry P. 2

CONTENTS...................................................................................................................................26
CONTENTS...................................................................................................................................26
XIII. RECOVERY OF PENDING MATTER.............................................................................27
XIV. PROGRAMMING MONITORING....................................................................................27
III.
I. SEQUENCING AND TIMING OF CONTENTS
THEMATIC BLOCKS DIDACTIC UNIT QUALIFICATION ESTIMATED TIME
BLOCK 1:
1 Scientific activity 10
1st Evaluation
Scientific Activity
Properties of matter. States of the

2 8
material
BLOCK 2: The matter
3 Diversity of matter 14
2nd Evaluation
BLOCK 3: The changes 4 Changes in matter 10
5 The movement 14
BLOCK 4: The forces
6 forces in nature 14
3rd Evaluation
7 Energy 12
BLOCK 5: Energy 8 Temperature and heat

12
9 Light and sound

8
TOTAL NUMBER OF HOURS : 102h
II. ASSESSMENT
Evaluation is a fundamental element in the teaching-learning process, since it allows us to know and
evaluate the various aspects that we encounter in the educational process. From this perspective, the
evaluation of the student learning process, among its characteristics, we will say that it will be:
■ Formative, since it will promote the constant improvement of the teaching-learning process.
Said evaluation will provide the necessary information, at the beginning of said process and
during its development, to adopt the decisions that best favor the achievement of educational
objectives and the acquisition of key competencies; all of this, taking into account the
characteristics of the students and the context of the teaching center.
■ Criterial, for taking as references the evaluation criteria of the different curricular subjects. It will
focus on the students themselves and will be aimed at determining what they know (know),
what they are capable of doing with what they know (know how to do) and their attitude towards

what they know (know how to be and be) in relation to each criterion. evaluation of curricular
subjects.
■ Continuous, because it is integrated into the teaching and learning process itself and because
it takes into account the progress of the students during the educational process, in order to
detect difficulties when they occur, find out their causes and, consequently, , adopt the
necessary measures that allow you to continue your learning process.
■ Differentiated according to the different subjects of the curriculum, so the progress of the
students in each of them will be observed in accordance with the evaluation criteria and the
established evaluable learning standards.
■ The evaluation will take into account the progress of the students during the educational
process and will be carried out in accordance with fully objective criteria. To do this, the criteria
and mechanisms will be followed to guarantee said objectivity of the evaluation process
established in the Center's Educational Project.
11.1.EVALUATION CRITERIA
The proposed evaluation criteria should be nothing more than a guide for the teacher, as a way of
checking the level of learning achieved by the students after a period of teaching. The criteria we
propose are the following:
■ Block 1: Scientific Activity
1. Recognize and identify the characteristics of the scientific method. FCTC.
2. Value scientific research and its impact on industry and the development of society. CCL, CSC.
3. Know the scientific procedures to determine magnitudes. FCTC.
4. Recognize the basic materials and instruments of the Physics and Chemistry laboratory; know
and respect safety and waste disposal regulations for the protection of the environment. CCL,
CMCT, CAA, CSC.
5. Interpret information on scientific topics of an informative nature that appears in publications
and the media. CCL, CSC, CAA.
6. Develop small research projects in which the application of the scientific method and the use of
ICT is put into practice. CCL, CMCT, CD, CAA, SIEP.
■ Block 2: The matter
1. Recognize the general properties and characteristics of matter and relate them to its nature and
applications. CMCT, CAA.
2. Justify the properties of the different states of aggregation of matter and their changes of state,
through the kinetic-molecular model. CMCT, CAA.
3. Establish the relationships between the variables on which the state of a gas depends from
graphic representations and/or tables of results obtained in laboratory experiences or computer
simulations. CMCT, CD, CAA.
4. Identify material systems as pure substances or mixtures and assess the importance and
applications of mixtures of special interest. CCL, CMCT, CSC.
5. Propose methods for separating the components of a mixture. CCL, CMCT, CAA.
■ Block 3: The changes
1. Distinguish between physical and chemical changes by carrying out simple experiments that
reveal whether or not new substances are formed. CCL, CMCT, CAA.

2. Characterize chemical reactions as changes of some substances in others. FCTC.

3. Recognize the importance of chemistry in obtaining new substances and its importance in
improving people's quality of life. CAA, CSC.
4. Assess the importance of the chemical industry in society and its influence on the environment.
CCL, CAA, CSC.
■ Block 4: Movement and forces
1. Establish the speed of a body as the relationship between the space traveled and the
time spent traveling through it. FCTC.
2. Differentiate between average and instantaneous speed based on space/time graphs and
speed/time, and deduce the value of the acceleration using the latter. CMCT, CAA.
3. Assess the usefulness of simple machines in transforming one movement into a different one,
and reducing the necessary applied force. CCL, CMCT, CAA.
4. Identify the different levels of grouping between celestial bodies, from galaxy clusters to
planetary systems, and analyze the order of magnitude of the distances involved. CCL, CMCT,
CAA.
■ Block 5: Energy
1. Recognize that energy is the ability to produce transformations or changes. FCTC.
2. Identify the different types of energy revealed in everyday phenomena and in simple
experiments carried out in the laboratory. CMCT, CAA.
3. Relate the concepts of energy, heat and temperature in terms of the kinetic-molecular theory
and describe the mechanisms by which thermal energy is transferred in different everyday
situations. CCL, CMCT, CAA.
4. Interpret the effects of thermal energy on bodies in everyday situations and in laboratory
experiences. CCL, CMCT, CAA, CSC.
5. Assess the role of energy in our lives, identify the different sources, compare their
environmental impact and recognize the importance of energy savings for sustainable
development. CCL, CAA, CSC.
6. Know and compare the different energy sources used in daily life in a global context that
involves economic and environmental aspects. CCL, CAA, CSC, SIEP.
7. Assess the importance of responsible consumption of energy sources. CCL, CAA, CSC.
8. Recognize the importance that renewable energies have in Andalusia. FCTC.
9. Identify the phenomena of reflection and refraction of light. FCTC.
10. Recognize echo and reverberation phenomena. FCTC.
11. Assess the problem of noise and light pollution. CCL, CSC.
12. Develop and defend a research project on optical instruments applying ICT. CCL, CD, CAA,
SIEP.

11.2. RELATIONSHIP OF KEY COMPETENCES WITH EVALUATION CRITERIA AND

STANDARDS
When we evaluate, we not only establish degrees of acquisition of the educational objectives through
the grades we grant, we are also choosing the evaluation procedures and instruments that best suit the
different contents that the students must know.
The evaluation criteria of the subject will be the fundamental reference to assess the degree of
acquisition of key competencies.
That is why we indicate the evaluation criteria, their relationship with the key competencies and with the
evaluable learning standards in the following tables:
BLOCK 1: SCIENTIFIC ACTIVITY

BASIC SKILLS
EVALUATION CRITERIA EVALUABLE LEARNING STANDARDS
B1.1 Recognize and identify the ■ FCTC 81.1.1. Formulate hypotheses to explain everyday
characteristics of the scientific method. phenomena using scientific theories and models.
81.1.2. Records observations, data and results in an
organized and rigorous manner, and communicates
them orally and in writing using diagrams, graphs,
tables and mathematical expressions.
B1.2 Value scientific research B1.2.1. Relates scientific research to technological

and its impact on the industry and the
■ CCL applications in everyday life.
development of society. ■ CSC
B1.3 Know the procedures ■ FCTC
B1.3.1. Establishes relationships between magnitudes
scientists to determine magnitudes.
and units using, preferably, the International System
of Units and scientific notation to express the results.
B1.4 Recognize the materials, and ■ CCL

81.4.1. Recognize and identify the most frequent
basic instruments present in the Physics ■ FCTC symbols used in the labeling of chemical products
and Chemistry laboratories; know and
respect safety and waste disposal ■ CAA and facilities, interpreting his
meaning.
regulations for the protection of the ■ CSC
environment. 81.4.2. Identifies basic laboratory materials and
instruments and knows how to use them to carry out
experiments, respecting safety standards and
identifying attitudes and preventive action measures.
B1.5 Interpret the information about ■ CCL 81.5.1. Choose, understands and interprets
topics scientists of character ■ CSC relevant information in a popular science text and
informative that appears in transmits the conclusions obtained using oral and
publications and media of written language appropriately.
communication.
81.5.2. Identify the main characteristics
linked to the reliability and objectivity of the flow of
information existing on the Internet and other digital
media.
B1.6 Develop and defend small ■ CCL B1.6.1. Carry out small research projects on a topic under
research works in which the application ■ FCTC study, applying the scientific method, and using ICT
of the scientific method and the use of for the search and selection of
the information and

TIC. ■ CD presentation of conclusions.
■ SIEP B1.6.2. Participate, value, manage and respect individual

and team work.
BLOCK 2: THE MATTER

BASIC SKILLS
B2.1 Recognize the properties and ■ FCTC 82.1.1. Distinguish between general properties and
characteristics of the matter.
characteristics of the subject ■ CAA
and 82.1.2. Relates properties of materials
relate them to their nature and their our environment with the use that is made of them.
applications.
82.1.3. Describes the experimental determination of the
volume and mass of a solid and calculates its
density.
B2.2 Justify the properties of the ■ FCTC 82.2.1 Justifies that a substance can occur
in different states of aggregation depending on
different states of aggregation of matter ■ CAA
pressure and temperature conditions.
and their changes of state through the
kinetic-molecular model. 82.2.2 Explain the properties of gases, liquids
and solids with the kinetic-molecular theory.
82.2.3 Describe and interpret state changes
Of the mattery.
82.2.4 deduce to leave of the graphics of
heating of a substance the melting and boiling
points.
■ CD 82.3.1. Justify the behavior of gases in everyday

B2.3 Establish relationships between situations.
the variables on which the state ■ FCTC
depends of a gas to leave of ■ CAA 82.3.2. Interpret graphs, tables of results and
experiences that relate the pressure, volume and
graphic representations and tables of
temperature of a gas using the kinetic-molecular model
results obtained in laboratory and the gas laws.
experiences or computer simulations.
B2.4 Identify systems materials ■ CCL 82.4.1. Distinguishes and classifies everyday material
systems into substances pure and mixtures,
as pure substances or mixtures and ■ FCTC
specifying in the latter case whether they are
evaluate the importance and the homogeneous, heterogeneous or colloid mixtures.
mixture applications of special interest. ■ CSC
82.4.2. Identify the solvent and solute when analyzing
the composition of homogeneous mixtures of special
interest.
82.4.3. Perform simple experiments on the preparation
of solutions, describe the procedure followed and the
material used, determine the concentration and express it
in grams per liter.
B2.5 Propose separation methods ■ CCL B2.5.1. Design mixture separation methods according to
of the components of a mixture. the properties characteristics of the
■ FCTC
substances that compose them, describing the
■ CAA appropriate laboratory material.

BLOCK 3: THE CHANGES

EVALUATION CRITERIA BASIC SKILLS EVALUABLE LEARNING STANDARDS
B3.1 Distinguish between physical ■ CCL 83.1.1 Distinguishes between physical and chemical
changes and ■ FCTC changes in actions of daily life depending on whether or
chemicals by carrying out simple not there is formation of new substances.
experiments ■ CAA
83.1.2 Describes the procedure for carrying out simple
experiments in which the formation of new substances is
revealed and recognizes that these are chemical
changes.
B3.2 Characterize the reactions B3.2.1 Identify which are the reagents and the
chemicals as changes of some products of reactions chemicals simple
substances in others. ■ FCTC interpreting the schematic representation of a chemical
reaction.
B3.3.1 Represent and interpret a chemical reaction based

B3.3 Recognize the importance of
on atomic-molecular theory and collision theory.
chemistry in obtaining new substances ■ CSC
and its importance in improving people's
■ CAA
quality of life.
B3.4 Appreciate the importance of ■ CCL B3.4.1 Reasonably defend the importance of the chemical
chemical industry in society and its industry in the progress of society from scientific sources
influence on the environment. ■ CAA of a different nature.
■ FCTC
BLOCK 4: FORCES AND MOVEMENTS

BASIC SKILLS
B4.1 Set the speed of a ■ FCTC 84.1.1. Experimentally determines, through computer
body as the relationship between the applications, the average speed of a body, interpreting
space traveled and the time spent. the result.
84.1.2. Perform calculations to solve everyday problems
using the concept of speed.
B4.2 Differentiate between average ■ FCTC 84.2.1. Deduces average and instantaneous velocity
speed ■ CAA from graphical representations of space and velocity as a
and instantaneous from space/time function of time.
graphs and deduce the value of the
84.2.2. Justify whether a movement is accelerated or not
acceleration.
based on graphical representations of space and speed
as a function of time.
B4.3 Appreciate the utility of ■ FCTC B4.3.1. Interprets the operation of simple machines
the considering the force and the distance to the axis of
simple machines in the transformation of ■ CAA rotation and performs simple calculations on the
one movement into a different one, and ■ CCL multiplication effect of the force produced
the reduction of the necessary applied for those
force. machines.

■ FCTC B4.4.1 Quantitatively relate the speed of light to the time it

B4.4 Identify the different levels
of occupation between celestial bodies, ■ CCL
takes to reach Earth from distant celestial objects and to
the distance at which said objects are located, interpreting
from galaxy clusters to planetary ■ CAA
the values obtained.
systems, and analyze the order of
magnitude of the distances involved.
BLOCK 5: ENERGY
EVALUATION CRITERIA BASIC SKILLS EVALUABLE LEARNING STANDARDS
B5.1 Recognize that energy is ■ FCTC

ability of produce 85.1.1. Argues that energy can be transferred, stored or
transformations or changes. dissipated, but not created or destroyed, using examples.
85.1.2. Recognizes and defines energy as a magnitude,
expressing it in the corresponding unit in the SI
B5.2 Identify the different types of ■ CAA B5.2.1. Relates the concept of energy to the ability to
energy manifested in phenomena ■ FCTC produce changes and identifies the different types of
everyday and in energy that are evident in situations
simple experiments carried out in the everyday explaining the
laboratory. transformations from one form to another.
B5.3 Relate the concepts of ■ CCL

energy, heat andtemperature in ■ CAA 85.3.1. Explain the concept of temperature in
terms of the kinetic-molecular theory and terms of the kinetic-molecular model differentiating
describe the mechanisms by which ■ FCTC between temperature, energy and heat.
thermal energy is transferred in different 85.3.2. Know the existence of an absolute temperature
everyday situations. scale and relate the Celsius and Kelvin scales.
85.3.3. Identifies energy transfer mechanisms by
recognizing them in different everyday situations and
atmospheric phenomena, justifying the selection of
materials for buildings in the design of heating systems.
B5.4 Interpret the effects of the ■ CCL 85.4.1. Explains the phenomenon of expansion from
thermal energy on bodies in situations ■ FCTC some of its applications such as liquid thermometers and
everyday and in expansion joints in structures.
laboratory experiences. ■ CAA
85.4.2. Explains the Celsius scale by establishing the
■ CSC fixed points of a thermometer based on the expansion of
a volatile liquid.
85.4.3. Interprets qualitatively phenomena
everyday life and experiences where put
manifest thermal equilibrium with the equalization of
temperatures.
■ CCL B5.5.1. Recognizes, describes and compares renewable

B5.5 Assess the role of energy in
our lives, identify different sources and ■ CSC
and non-renewable energy sources, using their
environmental impact critically.
recognize the importance of energy ■ CAA
savings for sustainable development.

B5.6 Know and compare the ■ CCL 85.6.1. Compare the different sources of energy for
different sources of energy ■ CAA human consumption based on the geographical
used in daily life, in a global context that distribution of their resources and their environmental
involves economic and environmental ■ CSC effects.
aspects. ■ SIEP
85.6.2. Analyzes the predominance of conventional
energy sources over alternatives, arguing the reasons
why the latter are not sufficiently exploited.
B5.7.1. Interprets data comparative about the

B5.7 Appreciate the importance of doing ■ CCL evolution of the consumption of energy
a consumption
responsibleof the ■ CAA world
energy sources. proposing measures that can contribute to individual and
■ CSC
collective savings.
B5.8 Recognize the importance that

■ FCTC B5.8.1. Recognizes the importance that renewable
energies renewable have in energies have in Andalusia.
Andalusia.
B5.9 Identify the phenomena of ■ FCTC B5.9.1. Identify the phenomena of refraction and
refraction and reflection of light. reflection of light.
B5.10 Recognize echo phenomena ■ FCTC B5.10.1. Recognize the phenomena of echo and
and reverb. reverberation.
B5.11 Appreciate he problem ■ CCL

B5.11.1. Assess the problem of noise and light pollution.
of the
noise and light pollution. ■ CSC
B5.12 Prepare and defend a project

research on optical instruments using
■ CCL, CAA B5.12.1. Elaborate anddefend a project of
research on optical instruments using ICT.
ICT. ■ CD, SIEP
11.3. EVALUATION PROCEDURES

1.1. initial evaluation
The initial evaluation will be carried out by the student's teaching team during the first month of the
school year in order to know and assess the initial situation of the students in terms of the degree of
development of key competencies and mastery of the contents of the different subjects. . Take into
account:
■ The analysis of the personal reports of the previous stage or course corresponding to the
students in your group,
■ Other data obtained by teachers about the starting point from which the student begins new
learning.
This initial evaluation will have a guiding nature and will be the point of reference for the teaching team
for making decisions regarding the development of the curriculum by the teaching team and for its
adaptation to the characteristics and knowledge of the students.
The teaching team, as a consequence of the result of the initial evaluation, will adopt the pertinent
support, expansion, reinforcement or recovery measures for those students who need it or curricular
adaptation for students with a specific need for educational support.
To do this, the teachers will carry out various activities that activate the knowledge and skills developed
previously in the students, working on the fundamental aspects that the students should know so far.
Likewise, sufficient activities will be provided to allow us to really know the initial situation of the
students in terms of the degree of development of the key competencies and the mastery of the

contents of the subject, in order to address the educational process by making the pertinent
adjustments to the needs. and both group and individual characteristics for each student, in
accordance with what is established within the framework of the diversity attention plan.
1.2. Continuous assessment
The evaluation of the students' learning process will take into account both the general progress of the
students through the development of the different elements of the curriculum.
The evaluation will take into consideration both the degree of acquisition of key competencies and the
achievement of the objectives of the stage. The curriculum is focused on the development of
capabilities that are expressed in the objectives of the different curricular subjects of the stage. These
seem sequenced through evaluation criteria and their corresponding evaluable learning standards that
show a progression in the achievement of the capabilities that define the objectives.
The evaluation criteria and their corresponding learning standards will be the fundamental reference to
assess the degree of acquisition of key competencies, through the various activities and tasks that are
developed in the classroom.
In the context of the continuous evaluation process, when the progress of a student is not adequate,
educational reinforcement measures will be established. These measures will be adopted at any time
during the course, as soon as difficulties are detected and will be aimed at guaranteeing the acquisition
of the essential skills to continue the educational process.
The evaluation of the students' learning will be carried out through the different achievements of the
students in their teaching-learning process through different contexts or evaluation instruments, which
we will comment on in more detail in how to evaluate.
1.3. Final or summative evaluation
It is carried out at the end of a specific period of the teaching-learning process to determine whether
the proposed objectives and the planned acquisition of the key competencies were achieved and to
what extent each student in the class group achieved them.
It is the conclusion or sum of the continuous evaluation process in which the overall process of each
student will be assessed. This evaluation will take into account both the learning carried out in terms of
the curricular aspects of each subject, as well as the way in which these have contributed to the
acquisition of key competencies.
The result of the evaluation will be expressed through the following ratings: Insufficient (IN), Sufficient
(SU), Good (BI), Notable (NT) and Outstanding (SB), with Insufficient being considered a negative
rating and all others being positive. These terms will be accompanied by a numerical rating, on a scale
of one to ten, without using decimals, applying the following correspondences: Insufficient: 1, 2, 3 or 4.
Enough: 5. Good: 6. Notable: 7 or 8. Outstanding: 9 or 10. The level obtained will be indicative of
adequate progression and learning, or of the convenience of applying measures so that the students
achieve the planned learning.
The level of competence acquired by the students will be reflected at the end of each course in
accordance with the sequencing of the evaluation criteria and with the curricular specification detailed
in the didactic programs, through the following terms: Beginner (I), Medium (M) and Advanced (A).
The evaluation of students with specific educational support needs will be governed by the principle of
inclusion and will ensure non-discrimination and effective equality in access and permanence in the
educational system. The center's guidance department will prepare a report that will specify the
elements that must be adapted to facilitate access to the evaluation for said students. In general, the
most appropriate measures will be established so that the conditions for carrying out the evaluations,
including the final stage evaluation, are adapted to students with a specific need for educational
support. The guidance department will participate in the evaluation of students with a specific need for
educational support and the shared tutoring referred to in current regulations will be taken into account.
1.4. EVALUATION INSTRUMENTS

To try to measure, at least provisionally, the starting level of the students in the general objectives that
are proposed and in the basic competencies, some initial tests have been designed that try to
fundamentally explore those related to physical-chemical phenomena, written expression , etc.
The grade obtained by our 2nd ESO Physics and Chemistry students must value all the elements
related to the educational process, that is, the effort, the positive attitude towards Physics and
Chemistry, the industriousness, in addition to the traditional assimilation of conceptual and procedural
contents. This is why we do not consider it fair to limit the grading to the average grades of the written
tests, but rather we will grade the students using the different instruments.
According to the PCC, the evaluation techniques and instruments that we will use throughout the
course to evaluate the students' learning in the subject of Physics and Chemistry 2nd ESO will be:
■ Systematic observation of students
• Oral questions in class.
• Evaluate progress in relation to the starting point.
• Observation of individual and group work.
• Ability to communicate physical and chemical phenomena (why? what would happen if...?
Convince me!)
• Entrepreneurial spirit of the students who are capable of overcoming new challenges on
their own.
• Students' ability to learn to learn.
■ Analysis of your productions
• Resolution of exercises and problems in class.
• Completing tasks at home.
• Written tests, very important to measure the acquisition of concepts and procedures. There
will be a minimum of two written tests per quarter, and the last of each quarter may be a
global test of all the subject given in said quarter.
• Cleanliness, clarity and order in work, notebook and written tests.
• Carrying out, delivery and presentation of exercises, questions, etc.
• Laboratory work and presentations.
• Assistance and participation at class.
• Appropriate use of new technologies for the production of work and research, individually or
in groups.
• Analysis and understanding of written texts.
• Positive attitude, personal effort, level of attention, interest in the subject.
The instruments that will be used to collect information and data will be:
• Diagnostic element: unit rubric.
• Content evaluation, tests corresponding to the unit.

• Evaluation by competencies, tests corresponding to the unit.

• External evaluation tests.
• Other graphic or textual documents.
• Debates and interventions.
• Personal or group projects.
• Representations and dramatizations.
• Multimedia elaborations.
These instruments will be carried out in two ways:
■ Teacher's notebook , which will include:
• Quarterly record for daily observation (class notes, work habits and attitude, absences.
• Individual quarterly record in which the teachers will write down the evaluations of the
different aspects that will be evaluated throughout the quarter (questions in class,
notebook, habits and attitude in class, written tests and assignments.
• Individual annual record, in which the teaching staff will note the average ratings of the
different aspects evaluated throughout the course (here the grades obtained in the
recoveries that they would have had to make will be included) in each quarter throughout
the course.
• Individual annual record of the degree of acquisition of key competencies.
■ Rubrics will be the instrument that contributes to objectifying the assessments associated with
the performance levels of the competencies through achievement indicators. Among other
rubrics common to other subjects, the following may be used:
• Rubric for evaluating the student's notebook.
• Rubric for the evaluation of written works.
These evaluation instruments will be associated with the evaluation criteria and their corresponding
learning standards in the different programming units.
II.5. QUALIFICATION AND EVALUATION CRITERIA THE
KEY COMPETENCIES
The evaluation of the degree of acquisition of the competencies must be integrated with the evaluation
of the contents, to the extent that being competent means mobilizing that knowledge, skills, attitudes
and values to respond to the situations posed, providing functionality to the learning. and apply what is
learned from an integrative approach.
The performance levels of the competencies can be assessed through the activities carried out in
various scenarios using instruments such as rubrics or evaluation scales that take into account the
principle of attention to diversity. Likewise, it is necessary to incorporate strategies that allow students
to participate in the evaluation of their achievements, such as self-assessment.
In any case, the different evaluation procedures and instruments that can be used, such as systematic
observation of the students' work, oral and written tests, recording protocols, or class work, will allow
the integration of all competencies. in a coherent evaluation framework, as we will see below.
The grading criteria that we will use to evaluate the students' learning in Physics and Chemistry 2nd
ESO will be:
■ Correct implementation of questions and problems.
The essential criteria for evaluating an activity will be the reasoned approach and its technical
execution. The mere description of the approach, without the resolution being effectively carried
out, is not enough to obtain a complete assessment of the exercise. The following will also be
taken into account:
• In exercises in which a reasoned deduction is expressly requested, the mere application of
a formula will not be enough to obtain a complete assessment of them.
• Students can use a calculator. However, all processes leading to obtaining results must be
sufficiently reasoned, indicating the most relevant steps of the procedure used.
• Errors made in a section, for example in the calculation of the value of a certain parameter,
will not be taken into account in the qualification of subsequent developments that may be
affected, as long as they result from an equivalent complexity.
• Errors in elementary arithmetic operations will be penalized, as will incorrect writing and
incorrect use of symbols for magnitudes and units.
■ Cleanliness, clarity and order in the presentation of activities, assignments and exams.
■ Write clearly and correctly spelled.
■ Correct use of concepts, definitions, properties and equations related to the nature of the
exercises to be solved.
■ Precision in calculations and notations.
■ Correct use of magnitudes and their units.
■ Coherence of the solutions with what is proposed in the activities.
■ The understanding and interpretation of the theoretical concepts acquired.
■ Skills and abilities with laboratory material when doing a practice.
■ Delivery of work on time.
The grade for the qualification in each evaluation period, which will be carried out based on the
evaluation criteria and procedures indicated above, will be obtained by adding the grades
obtained in the following sections:
1. A grade from the daily observation (15% of the final grade), which will be obtained taking
into account
Consider the following sections:
■ Oral and/or written questions in class . This section will take into account:
• Asking individual questions to students in class.
• Observation of the doubts and errors of the students.
• The mastery and precision of the scientific language used.
• The way to search for information on a topic.
• The way to apply the concepts and procedures acquired.
• Interest and participation in the dynamics of the class and in the different activities
proposed in the classroom or in the laboratory.
• Oral and written expression, spelling, vocabulary used.
• The reasoning carried out and the expression in the scientific language used.

■ The student's attitude towards the subject. In this section it will be assessed:
• The work habit.
• Respect and care for class material, as well as laboratory material.
• Initiative and interest in individual and team work.
• Self-confidence and respect for others.
• Interest in Science in general and the topics covered, particularly Physics and
Chemistry.
• Collaborative attitude, participation in debates, raising doubts, providing materials, etc.
• Assessment of the importance of order, clarity and cleanliness in the notebook, in the
presentation of exercises, assignments, reports, tables and graphs, etc.
• Cooperation with colleagues in the development of teamwork and fulfillment of

assigned responsibilities.
• Respect for safety regulations and correct use of available resources.
2. Assignments, projects and practices in the laboratory (15% of the final grade), of the
different
units studied during the course.
3. A grade for the concepts (70% of the final grade), which will be obtained taking into account
the following sections:
■ Written tests. The tests to evaluate students will consist of written exercises representative
of each unit studied. The tests on concept learning will allow us to evaluate the clarity of
ideas that the students have regarding the concepts studied, their abilities to express and
synthesize them.
• A grade, which will be obtained by applying the percentages indicated, to the weighted
average grade of the different written tests that the student takes (70% of the final
grade). The weighting will be carried out based on the number of teaching units
evaluated in the tests.
• At the end of each block, which coincides with the quarter, they will be able to take a test
that contains content from each of the units seen during the block or quarter. The final
grade of the tests will be calculated as the weighted average between the tests of each
unit and the quarterly test.
According to the PCC, the evaluation criteria that can help a more correct application of the different
evaluation instruments are those shown in the following table:
QUALIFICATION CRITERIA PERCENTAGE

1. DAILY OBSERVATION
Oral and/or written questions in class, level of comprehension and reading 15%
skill, the student's habits and attitude towards the subject.
2. JOBS BY SKILLS
15 %
Mainly carry out projects and some practices in the laboratory.

3. CONCEPTS
70 %
Written tests.
Both in the written tests and in the assignments, written expression, spelling, vocabulary used,
reasoning carried out and correct expression in the physical-chemical language used will be taken into
account.
The qualification will be obtained taking into account the evaluation criteria associated with the
learning standards, as well as the key competencies associated with them, following the
indications in the table. In the teaching units section, the contents, evaluation criteria, learning
standards and key competencies associated with said standards are detailed.
The final grade of the subject in the ordinary evaluation will be obtained by calculating the
weighted average between the grades obtained in the 1st, 2nd and 3rd evaluation. The
weighting will be carried out based on the number of teaching units worked in each evaluation
period.
II.6. RECOVERY MEASURES
The measures that we will take for the recovery of the students throughout the course will be:
■ Recovery of partial evaluations
Those failed evaluations will have to be recovered.
• 1st Evaluation: Block 1 and block 2 (units: 1, 2 and 3).
• 2nd Evaluation: Block 3 and block 4 (units: 4, 5 and 6).
• 3rd Evaluation and ordinary: Block 5 (unit: 7, 8 and 9). Carrying out a final written
recovery test for students who continue to have failed all or part of the subject in June.
■ Educational reinforcement for students with difficulties in the subject.
■ Significant adaptations in coordination with the Educational Team.
■ Non-significant adaptations in coordination with the Educational Team.
■ Plan of pending subjects for students who have failed the subject of
Biology-Geology from the previous course (1st ESO). The monitoring will be carried
out by the Biology-Geology department.
If a student loses the right to continuous evaluation, he or she will have to take a written test with all the
content taught in the evaluation period in which he or she suffered said loss.
Students who fail the subject in the ordinary session in June will have to take a written test in the
extraordinary session in September . The tests for the extraordinary call will be prepared with the
minimum objectives of the subject. In the extraordinary call in September, the activities recommended
in the individualized reports that are delivered will not be assessed; These are only recommendations
for students to prepare the subject for the extraordinary test in September.
III. ATTENTION TO DIVERSITY

Diversity can be addressed with:
■ Educational reinforcement: An attempt will be made to reinforce those students with
difficulties in some physical-chemical concepts and procedures in the area of Physics and
Chemistry, but these students will follow the same curriculum as the rest of the group.

■ Non-significant curricular adaptation: a special curriculum is not proposed for students with
educational needs in our subject, but rather the same common curriculum, adapted to the
needs of each one. It is intended that these students achieve, within the same educational
system, the objectives established in general for all students.
■ Significant curricular adaptation: a special curriculum is proposed for students with special
educational needs.
■ Reinforcement program for subjects not passed: this is a program with activities and written
tests for students who have failed the subject from previous courses.
■ Curricular enrichment program: the aim will be to expand the concepts and procedures in the
subject of Physics and Chemistry to students with high abilities.

The planning of each teaching unit must take into account that not all students will achieve the
objectives in the same way, follow the same learning process and learn exactly the same thing.
■ Programming and its development in the classroom constitute the privileged field of action to
adjust educational action to the diversity of abilities, interests and motivations of the students.
■ When a student's teachers determine that they have learning difficulties and/or specific needs, it
is normally because they identify that their characteristics lead them to show more or less
important discrepancies between their performance and what is usually done in the classroom.
Classroom.
■ It can be stated that the number of students to whom significant learning difficulties are
attributed is directly related to the ability to manage and govern a learning situation in the
classroom in which differences occur between students with respect to the same situation.
activity.
■ This means that the key aspects for attributing these difficulties are related to the proposals
about what to teach, how to teach and the evaluation procedures. Therefore, given the
importance of the quality of learning experiences in the classroom and, with it, teaching
practice, to learning, an attempt is made in this section to present the educational and
pedagogical aspects of the programming and activities of teaching and learning that are
considered more relevant because they are more committed to the teachers' usual way of
proceeding educationally and didactically.
As already indicated at the beginning of this section, this section analyzes those needs that certain
students present in the Compulsory Secondary Education stage due to their physical, sensory, etc.
characteristics. (blind students, deaf students, ...).
To address these needs, it is necessary to refer to adaptations for access to the curriculum, which are
those adaptations that tend to compensate for difficulties in accessing the curriculum. These can be of
different types:
■ Personal elements: they involve the incorporation into the educational space of different
professionals and services that collaborate to better understand students with special
educational needs, modify attitudes and adapt the expectations of teachers and students.
■ Spatial elements: architectural modifications of the Center and the classroom: sound system,
ramp, etc. Furniture: adapted tables. Creation of specific spaces: support classroom, playroom,
etc.
■ Material elements and teaching resources: adaptation of written and audiovisual materials
for students with sensory and motor deficiencies. Provision of specific materials for this type of
students: computers, etc.
■ Elements for communication: use of systems and codes different from or complementary to
the classroom language. Modify the communicative attitude of teachers towards certain
students with special educational needs, for example towards deaf people who lip-read. Use of
special materials: computer, amplifiers, etc.
■ Temporal elements: determine the number of hours, temporal distribution and support
modality for students with special educational needs.
Attention to diversity is one of the unavoidable and most important characteristics of any stage,
mandatory or not, of the educational process. Students have different training and aptitudes, different
interests and needs... For this reason, Compulsory Secondary Education, while continuing to achieve
its triple general purpose and its general subject objectives, must provide students with adapted
educational itineraries that allow them to achieve these objectives. It is essential, therefore, that daily
Attention to diversity in the area of Physics and

Chemistry
teaching practice considers attention to diversity as a characteristic and fundamental aspect. In our
case, it is contemplated at the following three levels:
Attention to diversity in programming:
Physics and Chemistry programming must take into account those contents in which students achieve
very different results. The programming must take into account that not all students acquire the
contents treated at the same time and with the same intensity. For this reason, it must be designed in
such a way as to ensure a minimum level for all students at the end of Compulsory Secondary
Education. This is the reason why it is advisable to treat the most difficult concepts of the stage
gradually and with different activities. This way of acting ensures understanding, provides confidence to
students and promotes the functionality of learning.
Attention to diversity in methodology:
At the same moment that the educational process begins, differences between students begin to
appear. The lack of understanding of "historical" or artistic content may be due, among other reasons,
to the fact that the concepts or procedures are too difficult for the student's level of temporal, spatial
and memory development, or it may be due to struggling with too quickly, and does not allow time for a
minimum understanding.
Attention to diversity, from a methodological point of view, must be present throughout the
learning process and lead the teacher to:
■ Check the students' prior knowledge at the beginning of each topic. When a gap is detected in
the knowledge of certain students, activities must be proposed to correct it.
■ Ensure that new content connects with the class's previous knowledge and is appropriate to
their cognitive level. At this point, the performance of the teacher is of maximum value, the
person most qualified to serve as a bridge between the contents and the students, and the one
who best knows the capabilities of their classes.
■ Encourage the pace of learning to be set by the student himself. It is evident that, with the
extensive programs of the subject and the intrinsic difficulty of some of its topics, it is difficult to
teach the minimum contents, dedicating the necessary time to each one. But a balance must be
reached that guarantees a pace that is not excessive for the student and sufficient for the
extension of the subject.
Attention to diversity in materials:
In each topic, the contents have been organized to the maximum, the activities are graded, expansion
and reinforcement activities have been planned, etc. Specifically, the following aspects allow us to
address the individual differences of the students:
The initial pages of each unit are a tool designed to present the topic in an integrative and motivating
way, but also to generate a debate about the contents of the topic.
The teacher can use it to ask questions to explore prior knowledge and subsequently adjust the level of
content that will be taught.
The topics include clearly identified activities, which break down the content to offer experiences,
procedures, examples, curiosities, etc. In the opinion of the teachers, these activities can be carried out
by all students, by the most advanced, by those who need reinforcement, etc.
The contents of each topic have been presented in the most categorized and organized way possible,
without violating the disciplinary orientation of Compulsory Secondary Education or altering the logic of
each subject. The division into headings and subheadings is intended to facilitate the selection of
contents.

The activities are abundant and their degree of complexity varies. The selection made by the teacher of
these activities makes it possible to take into account the individual differences in the students.
Strategies to address diversity will be adopted within the framework of each specific group.
At this level, 2nd ESO, the Guidance department will provide a list of students with NEAE.
Our department will attend to the needs of those students who take the 2nd ESO subject of Physics
and Chemistry. Students who are in PMAR of 2nd year of ESO will be attended by the teacher who
teaches classes in that area.
The general measures of attention in the classroom in the subject of Physics and Chemistry
will be:
■ Personalized monitoring of students with SEN and DIA.
■ Organization flexible of spaces, to respond to their educational needs,
placing them in the classroom, close to the teachers and the blackboard.
■ Organization flexible of times to carry out activities in class and tests
written.
■ As already mentioned, in the section " Attention to diversity in programming ", the most
difficult concepts of the stage will be taught gradually and with different activities. In this way,
students will better understand the concepts and will also provide them with more confidence in
their learning.
■ The methodology used will be based on what was previously indicated in the section " Attention
to diversity in methodology". We will try to work in groups and promote the completion of work
and projects where all students are involved.
■ We will ask families to get involved in monitoring their children at home regarding this subject.
IV. DIDACTIC UNITS

Almost inevitably, each year and course, the need arises to adjust and match the pace of development
of the units, at the pace allowed by each real group of students.
The intention to attend to the diversity of students in each group means adapting as much as possible
to the different learning rates of some students, and trying to respond to the needs that arise at all
times. The aim is to avoid, as much as possible, some students “falling out” of the general rhythm of
the class, if the pace of development of the units is forced too much. The aim is also to ensure that the
course contents that are considered essential are well understood and consolidated in the students. All
of this involves additional activities and extra time with respect to the necessary and available
theoretical time, to complete the development of all curricular units in the course.
Next, the programming of each of the teaching units indicated in the sequencing and timing of the
contents is fully developed. Didactic objectives, contents (concepts, procedures and attitudes) and
evaluation criteria will be indicated.
UNIT 1: SCIENTIFIC ACTIVITY
CONTENTS
■ The scientific method: its stages.
■ Representation of graphs.
■ Matter and its properties.
■ Measurement of magnitudes. International System of Units.

■ Unit conversion factors and scientific notation.

■ Fundamental quantities andderivatives.
■ Measuring instruments.
■ Indirect measures.
■ Use of Information and Communication Technologies.
■ Work in the laboratory. Project research.
EVALUATION CRITERIA
81.1 Recognize and identify the characteristics of the scientific method. (Competences: FCTC).
81.2 Value scientific research and its impact on industry and the development of society.
(Competences: CCL, CSC).
81.3 Know the scientific procedures to determine magnitudes. (Competence: FCTC).
81.4 Recognize the basic materials and instruments present in Physics and Chemistry laboratories;
know and respect safety and waste disposal regulations for the protection of the environment.
(Competences: CMCT, CCL, CAA, CSC).
81.5 Interpret information on scientific topics of an informative nature that appears in publications and
the media. (Competences: CCL, CSC).
81.6 Develop and defend small research projects in which the application of the scientific method and
the use of ICT is put into practice. (Competences: CCL, CMCT, CD, SIEP).
EVALUABLE LEARNING STANDARDS
81.1.1. Formulate hypotheses to explain everyday phenomena using scientific theories and models.
Competencies: CMCT, CAA, CCL.
81.1.2. Records observations, data and results in an organized and rigorous manner, and
communicates them orally and in writing using diagrams, graphs, tables and mathematical
expressions. Competencies: CMCT, CAA, CCL.
B1.2.1. Relates scientific research to technological applications in everyday life. Competencies: CMCT,
CCL, CSC.
B1.3.1. Establishes relationships between magnitudes and units using, preferably, the International
System of Units and scientific notation to express the results. Competition: FCTC.
81.4.1. Recognize and identify the most frequent symbols used in the labeling of chemical products
and facilities, interpreting their meaning. Competencies: CMCT, CCL, CAA, CSC.
81.4.2. Identifies basic laboratory materials and instruments and knows how to use them to carry out
experiments, respecting safety standards and identifying attitudes and preventive action measures.
Competencies: CMCT, CAA, CSC.
81.5.1. Select, understand and interpret relevant information in a popular science text and transmit the
conclusions obtained using oral and written language appropriately. Competencies: CMCT, CCL, CSC.
81.5.2. Identifies the main characteristics linked to the reliability and objectivity of the flow of
information on the Internet and other digital media. Competencies: CMCT, CCL, CSC, CD.
81.6.1. Carry out small research projects on a topic under study, applying the scientific method, and
using ICT to search and select information and present conclusions. Competencies: CMCT, CCL, CAA,
CSC, CD.

81.6.2. Participate, value, manage and respect individual and team work. Competencies: CCL,
CMCT, CD, SIEP.
UNIT 2: PROPERTIES OF MATTER. STATES OF THE MATERIAL
CONTENTS
■ Properties of matter.
■ physical states of matter.
■ Molecular kinetic theory of matter.
■ Molecular kinetic theory and the states of matter.
■ Gas laws.
■ Changes in the state of matter.
■ Molecular kinetic theory and changes in the state of matter.
■ Work in the laboratory: safety and practice.
EVALUATION CRITERIA
82.1 Recognize the general properties and characteristics of matter and relate them to its nature and
applications. (Competences: CMCT, CAA).
82.2 Justify the properties of the different states of aggregation of matter and their changes of state,
through the kinetic-molecular model. (Competences: CMCT, CAA).
82.3 Establish the relationships between the variables on which the state of a gas depends from
graphic representations and/or tables of results obtained in laboratory experiences or computer
simulations. (Competences: CMCT, CD, CAA).
82.1.1. Distinguish between general properties and characteristics of matter. Competencies: CMCT,
CAA.
82.1.2. Relates properties of the materials in our environment with the use made of them.
Competencies: CMCT, CAA, CCL, CSC.
82.1.3. Describes the experimental determination of the volume and mass of a solid and calculates its
density. Competencies: CMCT, CAA, CCL.
82.2.1. Justifies that a substance can occur in different states of aggregation depending on the
pressure and temperature conditions. Competencies: CMCT, CAA, CCL.
82.2.2. Explains the properties of gases, liquids and solids with the kinetic-molecular theory.
82.2.3. Describe and interpret changes in the state of matter. Competencies: CMCT, CAA, CCL.
82.2.4. Deduce the melting and boiling points from the heating graphs of a substance. Competencies:
CMCT, CAA.
82.3.1. Justify the behavior of gases in everyday situations. Competencies: CMCT, CAA, CCL.
82.3.2. Interpret graphs, tables of results and experiences that relate the pressure, volume and
temperature of a gas using the kinetic-molecular model and the gas laws. Competencies: CMCT, CAA,
CCL, CD.
UNIT 3: DIVERSITY OF MATTER

CONTENTS
■ Different forms in which matter can be presented: pure substances and mixtures.
■ Heterogeneous and homogeneous mixtures. Colloids.
■ Aqueous solutions, alloys and colloids, as homogeneous mixtures.
■ Methods for separating components of a mixture.
EVALUATION CRITERIA
82.4 Identify material systems as pure substances or mixtures and assess the importance and
applications of mixtures of special interest. (Competences: CMCT, CCL, CSC ).
82.5 Propose methods for separating the components of a mixture. (Competences: CCL, CMCT,
CAA).
82.4.1. Distinguishes and classifies everyday material systems into pure substances and mixtures,
specifying in the latter case whether they are homogeneous, heterogeneous or colloid mixtures.
Competencies: CMCT, CAA, CCL, CSC.
82.4.2. Identify the solvent and the solute when analyzing the composition of homogeneous mixtures
of special interest. Competencies: CMCT, CCL, CAA, CSC.
82.4.3. Perform simple experiments on the preparation of solutions, describe the procedure followed
and the material used, determine the concentration and express it in grams per liter. Competencies:
CMCT, CCL, CAA, CSC, CD.
82.5.1. Design methods for separating mixtures according to the characteristic properties of the
substances that compose them, describing the appropriate laboratory material. Competencies: CMCT,
CCL, CAA, CSC, CD.
UNIT 4: CHANGES IN MATTER
CONTENTS
■ Physical changes and chemical changes.
■ The chemical reaction.
■ Chemistry in society and the environment.
EVALUATION CRITERIA
83.1 Distinguish between physical and chemical changes by carrying out simple experiences.
(Competences: CMCT, CCL, CAA).
83.2 Characterize chemical reactions as changes of some substances in others. (Competences:
FCTC).
83.3 Recognize the importance of chemistry in obtaining new substances and its importance in
improving people's quality of life. (Competences: CAA, CSC).
83.4 Assess the importance of the chemical industry in society and its influence on the environment.
(Competences: CCL, CAA, CSC).
83.1.1. Distinguishes between physical and chemical changes in actions of daily life depending on
whether or not there is the formation of new substances. Competencies: CMCT, CAA.
83.1.2. Describes the procedure for carrying out simple experiments in which the formation of new
substances is revealed and recognizes that these are chemical changes. Competencies: CMCT, CCL,
CAA.

83.2.1. Identify the reactants and products of simple chemical reactions by interpreting the schematic
representation of a chemical reaction. Competencies: CMCT, CAA.
83.3.1. Represents and interprets a chemical reaction based on atomic-molecular theory and collision
theory. Competencies: CMCT, CAA, CSC.
83.3.2. Reasonably defends the importance of the chemical industry in the progress of society from
scientific sources of a different nature. Competencies: CMCT, CCL, CAA, CSC.
UNIT 5: MOVEMENT
CONTENTS
■ Average speed and instantaneous speed.
■ Uniform rectilinear motion (MRU).
■ Acceleration concept.
■ Acceleration and uniformly accelerated rectilinear motion (MRUA).
EVALUATION CRITERIA
84.1 Establish the speed of a body as the relationship between the space traveled and the time
invested. (Competences: FCTC).
84.2 Differentiate between average and instantaneous speed from space/time graphs and deduce the
value of the acceleration. (Competences: CMCT, CAA).
84.1.1. Experimentally determines, through computer applications, the average speed of a body,
interpreting the result. Competencies: CMCT, CAA.
84.1.2. Perform calculations to solve everyday problems using the concept of speed. Competencies:
FCTC.
84.2.1. Deduces average and instantaneous velocity from graphical representations of space and
velocity as a function of time. Competencies: CMCT, CAA.
84.2.2. Justify whether a movement is accelerated or not based on graphical representations of space
and speed as a function of time. Competencies: CMCT, CAA.
UNIT 6: THE FORCES
CONTENTS
■ Force. Movement and forces.
■ The simple machines.
■ The universe. Relate the universe model to the movement of the stars.
■ Gravitational force, attraction, and weight.
■ Distances and measurements in the universe.
EVALUATION CRITERIA
84.3 Assess the usefulness of simple machines in transforming one movement into a different one,
and reducing the necessary applied force. (Competences: CCL, CMCT, CAA)
84.4 Identify the different levels of grouping between celestial bodies, from galaxy clusters to
planetary systems, and analyze the order of magnitude of the distances involved. (Competences:
CMCT, CAA).


84.3.1. Interprets the operation of simple machines considering the force and the distance to the axis
of rotation and performs simple calculations on the force multiplier effect produced by these machines.
Competencies: CMCT, CCL, CAA.
84.3.2. Quantitatively relates the speed of light to the time it takes to reach Earth from distant celestial
objects and to the distance at which said objects are located, interpreting the values obtained.
UNIT 7: ENERGY
CONTENTS
■ Energy. Units.
■ Types of energy.
■ Energy transformations and their conservation.
■ Differentiation between energykinetics and potential energy.
■ Energy sources.
■ Environmental impact of energy: individual and collective energy saving measures.
■ The renewable energies inAndalusia.
EVALUATION CRITERIA
85.1 Recognize that energy is the ability to produce transformations or changes. (Competencies:
CMCT ).
85.2 Identify the different types of energy revealed in everyday phenomena and in simple experiments
carried out in the laboratory. (Competences: CMCT, CAA).
85.5 Assess the role of energy in our lives, identify different sources and recognize the importance of
energy savings for sustainable development. (Competences: CCL, CMCT, CAA).
85.6 Know and compare the different energy sources used in daily life, in a global context that
involves economic and environmental aspects. (Competences: CCL, CAA, CSC, SIEP).
85.7 Assess the importance of responsible consumption of energy sources. (Competences: CCL,
CAA, CSC).
85.8 Recognize the importance that renewable energies have in Andalusia. (Competences: CCL,
CAA, CSC, SIEP).
85.1.1. Argues that energy can be transferred, stored or dissipated, but not created or destroyed,
using examples. Competencies: CMCT, CAA, CCL.
85.1.2. Recognizes and defines energy as a magnitude, expressing it in the corresponding unit in the
SI Competencies: CMCT, CAA, CCL.
85.2.1. Relates the concept of energy to the ability to produce changes and identifies the different
types of energy that are evident in everyday situations, explaining the transformations from one form to
another. Competencies: CMCT, CAA, CCL.
85.5.1. Recognizes, describes and compares renewable and non-renewable energy sources, using
their environmental impact critically. Competencies: CMCT, CAA, CCL, CD.

85.5.2. Compare the different sources of energy for human consumption based on the geographical
distribution of their resources and their environmental effects. Competencies: CMCT, CCL, CAA, CSC,
SIEP, CD.
85.5.3. Analyzes the predominance of conventional energy sources over alternatives, arguing the
reasons why the latter are not sufficiently exploited. Competencies: CMCT, CCL, CAA, CSC, CD,
SIEP.
85.7.1. Interprets comparative data on the evolution of global energy consumption, proposing
measures that can contribute to individual and collective savings. Competencies: CCL, CAA, CSC, CD.
85.7.2. Recognizes the importance that renewable energies have in Andalusia. Competencies: CCL,
CAA, CSC, SIEP, CD.
UNIT 8: TEMPERATURE AND HEAT
CONTENTS
■ Temperature concept.
■ Concept of heat (as energy transfer).
■ Thermal equilibrium.
■ Effects of heat: dilation.
■ Thermometric scales.
■ Specific heat and latent heat: temperature variation and changes of state.
■ Ways of propagation of theheat (conduction, convection and radiation).
■ Insulating materials.
EVALUATION CRITERIA
85.3 Relate the concepts of energy, heat and temperature in terms of the kinetic-molecular theory
and describe the mechanisms by which thermal energy is transferred in different everyday situations.
(Competences: CMCT, CCL, CAA).
85.4 Interpret the effects of thermal energy on bodies in everyday situations and in laboratory
experiences. (Competences: CMCT, CCL, CAA, CSC).
85.3.1 . Explains the concept of temperature in terms of the kinetic-molecular model, differentiating
between temperature, energy and heat. Competencies: CMCT, CCL, CAA.
85.3.2 Know the existence of an absolute temperature scale and relate the Celsius and Kelvin
scales. Competencies: FCTC.
85.3.3 . Identifies energy transfer mechanisms by recognizing them in different everyday situations
and atmospheric phenomena, justifying the selection of materials for buildings in the design of
heating systems. Competencies: CMCT, CCL, CAA, CSC.
85.4.1 Explains the phenomenon of expansion from some of its applications such as liquid
thermometers and expansion joints in structures. Competencies: CMCT, CCL, CAA, CSC.
85.4.2 Explains the Celsius scale by establishing the fixed points of a thermometer based on the
expansion of a volatile liquid. Competencies: CMCT, CCL.
85.4.3 Qualitatively interprets everyday phenomena and experiences where thermal balance is
revealed with the equalization of temperatures. Competencies: CMCT, CCL, CAA, CSC.

UNIT 9: LIGHT AND SOUND

CONTENTS
■ Light and sound as waves.
■ Light and electromagnetic spectrum.
■ Energy transfer in the form of light and sound.
■ Study of color, shadows and eclipses.
■ Propagation of light: straight line, reflection and refraction.
■ Sound. Sound qualities.
■ Applications of light and sound in daily life.
■ Acoustic and light pollution.
EVALUATION CRITERIA
85.9 Identify the phenomena of refraction and reflection of light. (Competences: FCTC).
85.10 Recognize echo and reverberation phenomena. (Competences: FCTC).
85.11 Assess the problem of noise and light pollution. (Competences: CCL, CSC).
85.12 Develop and defend a research project on optical instruments using ICT. (Competences:
CCL, CD, CAA, SIEP).
B5.9.1. Identify the phenomena of refraction and reflection of light. Competencies: CMCT, CAA, CCL.
85.10.1. Recognize echo and reverberation phenomena. Competencies: FCTC.
85.10.2. Assess the problem of noise and light pollution. Competencies: CMCT, CCL, CSC.
85.10.3. Prepare and defend a research project on optical instruments using ICT. Competencies:
CCL, CD, CAA, SIEP.
XIII. RECOVERY OF PENDING MATTER

2nd ESO students who have pending Biology and Geology from 1st ESO, as well as Natural
Sciences from 1st ESO, will be evaluated by the Department of Biology and Geology. Therefore, they
will have to follow the Slope Plan established for this level by said Department.
XIV. PROGRAMMING MONITORING

At the end of each evaluation period, the development of the programming will be monitored, in order
to adopt the measures that are deemed appropriate so that the students achieve the objectives and
key competencies that were proposed at the beginning of the course.
In Malaga, November 9, 2018
The teachers who teach the subject. The Head of the Department.

Signed: Mercedes Lendínez

Signed: José Carlos Conde Linares. Dorado.
Signed: Patricia Roldán Muñoz. Signed: Joaquín Recio Miñarro.

02 - Physical and Chemistry Assessment 2nd ESO - 18-19

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2018/2019 YEAR

DEPARTMENT OF PHYSICS AND CHEMISTRY

IES Salvador Rueda Department of Physics and Chemistry P. 2

THEMATIC BLOCKS DIDACTIC UNIT QUALIFICATION ESTIMATED TIME

Properties of matter. States of the

BLOCK 3: The changes 4 Changes in matter 10

BLOCK 5: Energy 8 Temperature and heat

9 Light and sound

TOTAL NUMBER OF HOURS : 102h

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2. Characterize chemical reactions as changes of some substances in others. FCTC.

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11.2. RELATIONSHIP OF KEY COMPETENCES WITH EVALUATION CRITERIA AND

BLOCK 1: SCIENTIFIC ACTIVITY

B1.2 Value scientific research B1.2.1. Relates scientific research to technological

B1.4 Recognize the materials, and ■ CCL

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TIC. ■ CD presentation of conclusions.

■ SIEP B1.6.2. Participate, value, manage and respect individual

BLOCK 2: THE MATTER

■ CD 82.3.1. Justify the behavior of gases in everyday

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BLOCK 3: THE CHANGES

B3.3.1 Represent and interpret a chemical reaction based

BLOCK 4: FORCES AND MOVEMENTS

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■ FCTC B4.4.1 Quantitatively relate the speed of light to the time it

B5.1 Recognize that energy is ■ FCTC

B5.3 Relate the concepts of ■ CCL

■ CCL B5.5.1. Recognizes, describes and compares renewable

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B5.7.1. Interprets data comparative about the

B5.8 Recognize the importance that

B5.11 Appreciate he problem ■ CCL

B5.12 Prepare and defend a project

11.3. EVALUATION PROCEDURES

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1.4. EVALUATION INSTRUMENTS

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• Evaluation by competencies, tests corresponding to the unit.

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• Collaborative attitude, participation in debates, raising doubts, providing materials, etc.

• Cooperation with colleagues in the development of teamwork and fulfillment of

QUALIFICATION CRITERIA PERCENTAGE

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III. ATTENTION TO DIVERSITY

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Attention to diversity in the area of Physics and

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IV. DIDACTIC UNITS

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■ Unit conversion factors and scientific notation.

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EVALUABLE LEARNING STANDARDS

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UNIT 9: LIGHT AND SOUND

XIII. RECOVERY OF PENDING MATTER