Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

• MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
• MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
• MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
• MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
• MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
• MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
• MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
• MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
• MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
• MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Encourage and inspire the student to study physics.
Guide and encourage the student to recognize their own knowledge in physics, set goals for their own work and work persistently.
Guide the student to understand the importance of physics knowledge in their own life, living environment and society.
Guide the student to use her knowledge of physics in building a sustainable future and to evaluate her own choices in terms of the sustainable use of energy resources.
Encourages the student to form questions about the examined phenomena and to further develop questions as starting points for research and other activities.
Guide the student to carry out experimental investigations in cooperation with others and to work safely and consistently.
Guide the student to process, interpret and present the results of her own research and evaluate them and the entire research process.
Guide the student to understand the operating principles and meaning of technological applications and inspire them to participate in the ideation, planning, development and application of simple technological solutions in cooperation with others.
Guides the student in using information and communication technology to acquire, process and present information and measurement results, and supports the student's learning through simulations.
Guide the student to use the concepts of physics accurately and to form their own conceptual structures according with natural scientific theories.
Guide the student to use different models in describing and explaining phenomena and making predictions.
Guide the student to use and critically evaluate different sources of information and to express and justify different views in a physics-specific way.
Guide the student to achieve sufficient knowledge for further studies on interactions, forces and electricity.
Guide the student to understand the nature and development of natural science knowledge as well as scientific ways of producing knowledge.
Guide the student to apply her physics knowledge and skills in multidisciplinary learning entities and offer opportunities to get to know the application of physics in different situations such as nature, business life, organizations or scientific communities.
To support the development of the student's environmental awareness and to guide the student to act and influence in their immediate environment and communities to promote sustainable development and to appreciate the importance of sustainable development for themselves and the world.
Offer the student opportunities to practice working in a group in various roles and interaction situations, inspire the student to express himself and listen to others, and support the student's ability to recognize, express and regulate his emotions.
Create and maintain the student's interest in the environment and environmental studies, and help the student find all areas of environmental studies meaningful to him.
Encourage the student to form questions about different topics and use them as a starting point for research and other activities.
Guide the student to understand, use and make different models that can be used to interpret and explain people, the environment and their phenomena.
Guide the student to understand the aspects of health, the importance of everyday health habits and the course of life, the individual growth and development of childhood and youth, and encourage the student to practice and apply their health knowledge in everyday life.
Guide the student to understand the use, meaning and operating principles of everyday technological applications and inspire students to experiment, invent and create new things by working together.
Guide the student to investigate, describe and explain chemical phenomena, the properties and changes of substances, and to build a foundation for understanding the principle of conservation of matter.
Guide the student to investigate, describe and explain physical phenomena in everyday life, nature and technology, and to build a foundation for understanding the principle of conservation of energy.
Guide the student to explore and act as well as move and hike in nature and the built environment.
Guide the student to identify cause-and-effect relationships, draw conclusions from their results, and present their results and investigations in different ways.
Guide the student to plan and carry out small investigations, make observations and measurements in diverse learning environments using different senses, research and measurement tools.
Guide the student to think geographically, to understand his own environment and the whole world, and to practice use of maps.
Guide the student in ecological thinking, studying nature, identifying organisms and habitats and, guide the student in understanding human structure, vital functions and development.
Guide the student to use information and communication technology in the acquisition, processing and presentation of information and as a means of interaction responsibly, safely and ergonomically.
Guide the student to acquire reliable information, to express different views with justification, and to interpret and critically evaluate information sources and perspectives.
Guide the student to understand the environment, people's activities and related phenomena using the concepts of environmental studies and to develop their conceptual understanding towards the precise use of concepts.
Guide and encourage the student to set their own study goals and work persistently to achieve them, as well as recognize their own competence in environmental studies.
Encourage the student to promote well-being and safety in their activities and in their immediate environment. Guide the student to act safely, appropriately and responsibly.
Practicing to set one's own learning goals
Using technological resources for finding and applying information
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Connecting subjects learned at school to skills needed at working life
Practicing versatile ways of working
Using technology as a part of explorative and creative process
Learning to plan and organize work processes
Learning consumer knowledge and smart economics
Practicing to take responsibility of one's own learning
Practicing to find ways of working that are best for oneself
Encouraging positive attitude towards working life
Enabling the growth of positive self-image
Practicing to give, get and reflect feedback
Building common knowledge of technological solutions and their meaning in everyday life
Learning to understand the meaning of rules, contracts and trust
Practicing persistent working
Practicing to create questions and make justifiable arguments based on observations
Learning decision-making, influencing and accountability
Learning to listen other people’s opinions
Practicing to notice causal connections
Practicing to work with others
Practicing to plan and execute studies, make observations and measurements
Practicing to use imagination and to be innovative
Encouraging to build new information and visions
Encouraging students to be innovative and express new ideas
Practicing to look things from different perspectives
Getting familiar with different cultures
Learning to understand people, surroundings and phenomenons around us
Learning to face respectfully people and follow the good manners
Practicing creative thinking
Practicing to notice links between subjects learned
Learning to combine information to find new innovations
Encouraging to build new information and visions
Learning to build information on top of previously learned
Practicing to notice causal connections
Using technology as a part of explorative process
Creating requirements for creative thinking
Learning to find the joy of learning and new challenges
Encouraging the growth of positive self-image
Supporting the growth of environmental awareness
Using technology as a part of explorative and creative process
Using technology for interaction and collaboration
Practicing to evaluate one's own learning
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3. Evaluate a solution to a complex real-world problembased on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
Encourage the student to promote well-being and safety in their activities and in their immediate environment. Guide the student to act safely, appropriately and responsibly.
Practicing to plan and execute studies, make observations and measurements
Practicing to look things from different perspectives
Practicing to create questions and make justifiable arguments based on observations
Practicing to notice causal connections
Learning to recognise and evaluate arguments and their reasonings
Guide the student to process, interpret and present the results of her own research and evaluate them and the entire research process.
Guide the student to carry out experimental investigations in cooperation with others and to work safely and consistently.
Encourages the student to form questions about the examined phenomena and to further develop questions as starting points for research and other activities.
Guide the student to use her knowledge of physics in building a sustainable future and to evaluate her own choices in terms of the sustainable use of energy resources.
Guide the student to understand the importance of physics knowledge in their own life, living environment and society.
Guide and encourage the student to recognize their own knowledge in physics, set goals for their own work and work persistently.
Encourage and inspire the student to study physics.
Offer the student opportunities to practice working in a group in various roles and interaction situations, inspire the student to express himself and listen to others, and support the student's ability to recognize, express and regulate his emotions.
Create and maintain the student's interest in the environment and environmental studies, and help the student find all areas of environmental studies meaningful to him.
Encourage the student to form questions about different topics and use them as a starting point for research and other activities.
Guide the student to understand, use and make different models that can be used to interpret and explain people, the environment and their phenomena.
Guide the student to understand the use, meaning and operating principles of everyday technological applications and inspire students to experiment, invent and create new things by working together.
Guide the student to investigate, describe and explain chemical phenomena, the properties and changes of substances, and to build a foundation for understanding the principle of conservation of matter.
Guide the student to investigate, describe and explain physical phenomena in everyday life, nature and technology, and to build a foundation for understanding the principle of conservation of energy.
Guide the student to identify cause-and-effect relationships, draw conclusions from their results, and present their results and investigations in different ways.
Guide the student to plan and carry out small investigations, make observations and measurements in diverse learning environments using different senses, research and measurement tools.
Guide the student to think geographically, to understand his own environment and the whole world, and to practice use of maps.
Guide the student in ecological thinking, studying nature, identifying organisms and habitats and, guide the student in understanding human structure, vital functions and development.
Guide the student to use information and communication technology in the acquisition, processing and presentation of information and as a means of interaction responsibly, safely and ergonomically.
Guide the student to acquire reliable information, to express different views with justification, and to interpret and critically evaluate information sources and perspectives.
Guide the student to understand the environment, people's activities and related phenomena using the concepts of environmental studies and to develop their conceptual understanding towards the precise use of concepts.
Guide and encourage the student to set their own study goals and work persistently to achieve them, as well as recognize their own competence in environmental studies.
Practicing strategic thinking
Developing problem solving skills
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Encouraging students to be innovative and express new ideas
Practicing to improvise
Practicing creative thinking
Creating requirements for creative thinking
Learning to find the joy of learning and new challenges
Practicing to evaluate one's own learning
Practicing to take responsibility of one's own learning
Practicing to find ways of working that are best for oneself
Practicing persistent working
Learning to notice causal connections
Practising visual recognition
Practicing to observe spoken and written language
Practicing categorization and classification
Practicing fine motor skills
Using technology as a part of explorative process
Using technology for interaction and collaboration
Understanding and practicing safe and responsible uses of technology
Using technological resources for finding and applying information
Using technology as a part of explorative and creative process
Understanding technological system operations through making
Using technology resources for problem solving
Building common knowledge of technological solutions and their meaning in everyday life
Learning to plan and design own written content and textual representations
Practicing to find, evaluate and share information
Practicing to use information independently and interactively
Practising to understand visual concepts and shapes and observe their qualities
Understanding and interpreting of matrices and diagrams
Using technology as a part of explorative and creative process
Practicing logical reasoning to understand and interpret information in different forms
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Connecting subjects learned at school to skills needed at working life
Practicing versatile ways of working
Practicing decision making
Learning to plan and organize work processes
Learning consumer knowledge and smart economics
Encouraging positive attitude towards working life
Enabling the growth of positive self-image
Practicing to give, get and reflect feedback
Learning to understand the meaning of rules, contracts and trust
Practicing communication through different channels
Learning decision-making, influencing and accountability
Learning to listen other people’s opinions
Practicing to argument clearly own opinions and reasonings
Practicing to work with others
Encouraging to build new information and visions
Learning to understand people, surroundings and phenomenons around us
Learning to face respectfully people and follow the good manners
Practicing to notice links between subjects learned
Learning to combine information to find new innovations
Encouraging to build new information and visions
Learning to build information on top of previously learned
Practicing to notice causal connections
Practicing to take care of own and other people’s safety
Practicing to take care of one's own and other people’s safety
Practicing to take care of one's own wellbeing and health
Encouraging the growth of positive self-image
Supporting the growth of environmental awareness
Recognizing habits that are good for sustainable living
Learning to face failures and disappointments
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Guide the student to achieve sufficient knowledge for further studies on interactions, forces and electricity.
Guide the student to understand the nature and development of natural science knowledge as well as scientific ways of producing knowledge.
Guide the student to use and critically evaluate different sources of information and to express and justify different views in a physics-specific way.
Guide the student to use different models in describing and explaining phenomena and making predictions.
Guide the student to use the concepts of physics accurately and to form their own conceptual structures according with natural scientific theories.
Guides the student in using information and communication technology to acquire, process and present information and measurement results, and supports the student's learning through simulations.
Guide the student to understand the operating principles and meaning of technological applications and inspire them to participate in the ideation, planning, development and application of simple technological solutions in cooperation with others.
Supporting the growth of environmental awareness
Connecting subjects learned at school to skills needed at working life
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Encouraging to build new information and visions
Guide the student to use the concepts of physics accurately and to form their own conceptual structures according with natural scientific theories.
Guide the student to process, interpret and present the results of her own research and evaluate them and the entire research process.
Guide the student to carry out experimental investigations in cooperation with others and to work safely and consistently.
Encourages the student to form questions about the examined phenomena and to further develop questions as starting points for research and other activities.
Learning to understand people, surroundings and phenomenons around us
Encourage and inspire the student to study physics.
Encourage the student to form questions about different topics and use them as a starting point for research and other activities.
Practicing to notice links between subjects learned
Guide the student to investigate, describe and explain physical phenomena in everyday life, nature and technology, and to build a foundation for understanding the principle of conservation of energy.
Guide the student to identify cause-and-effect relationships, draw conclusions from their results, and present their results and investigations in different ways.
Guide the student to plan and carry out small investigations, make observations and measurements in diverse learning environments using different senses, research and measurement tools.
Learning to combine information to find new innovations
Guide the student to acquire reliable information, to express different views with justification, and to interpret and critically evaluate information sources and perspectives.
Learning to plan and organize work processes
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Learning to build information on top of previously learned
Practicing to notice causal connections
Practicing versatile ways of working
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