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Standard 8.1 Motion ‑

The velocity of an object is the rate of change of its position.

            Priority One – Students Know:

a)  position is defined in relation to some choice of a standard reference point and a set of reference directions.

b)  that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary.

c)  how to solve problems involving distance, time, and average speed.

d)  the velocity of an object must be described by specifying both the direction and the speed of the object.

e)  how to interpret graphs of positions versus time and graphs of speed versus time for motion in a single direction.

            Priority Two – Students Know:

f)  changes in velocity may be due to direction changes

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Standard 8.2 Force ‑

Unbalanced forces cause changes in velocity

            Priority One – Students Know:

a)  the differences between the life cycles and reproduction methods of sexual and asexual organisms.

b)  sexual reproduction produces offspring that inherit half their genes from each parent.

c)  an inherited trait can be determined by one or more genes.

d)  plant and animal cells contain many thousands of different  genes and typically have two copies of every gene.  The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive.

e)  DNA (deoxyribonucleic acid) is the genetic material of living organisms and is located in the chromosomes of each cell.

            Priority Two:

f)  how to identify separately the two or more forces that are acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction.

g)  Students know the role of gravity in forming and maintaining the shapes of planets, stars, and the solar system.

DNA Interactive

The DNA Interactive site is divided into sections: Timeline; Code (what is it); Manipulation (how do you work with it); Genome (analyzing, mapping, sequencing); Applications (how DNA applies to healthcare and our past); and Chronicle (using knowledge responsibly, can we do it?).

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Standard 8.3 Structure of Matter ‑

Each of the more than 100 elements of matter has distinct properties and a distinct atomic structure.  All forms of matter are composed of one or more of the elements.

            Priority  One – Students Know:

a)  the structure of the atom and know it is composed of protons, neutrons, and electrons.

b)  that compounds are formed by combining two or more different elements and that compounds have properties that are different from their constituent elements.

c)  the states of matter (solid, liquid, gas) depend on molecular motion.

d)  that in solids the atoms are closely locked in position and can only vibrate; in liquids the atoms and molecules are more loosely connected and can collide with and move past one another; and in gases the atoms and molecules are free to move independently, colliding frequently.

e)  how to use the periodic table to identify elements in simple compounds.

            Priority Two – Students Know:

f)  atoms and molecules form solids by building up repeating patterns, such as the crystal structure of NaCl or long-chain polymers.

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Standard 8.4 Earth in the Solar System ‑

The structure and composition of the universe can be learned from studying stars and galaxies and their evolution.

            Priority One – Students Know:

a)  galaxies are clusters of billions of stars and may have different shapes.

b)  that the Sun is one of many stars in the Milky Way galaxy and that stars may differ in size, temperature, and color.

c)  how to use astronomical units and light years as measures of distances between the Sun, stars, and Earth.

d)  that stars are the source of light for all bright objects in outer space and that the Moon and planets shine by reflected sunlight, not by their own light.

e)  the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids.

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Standard 8.5 Reactions ‑

Chemical reactions are processes in which atoms are rearranged into different combinations of molecules.

            Priority One – Students Know:

a)  reactant atoms and molecules interact to form products with different chemical properties.

b)  the idea of atoms explains the conservation of matter:  In chemical reactions the number of atoms stays the same no matter how they are arranged, so their total mass stays the same.

c)  chemical reactions usually liberate heat or absorb heat.

d)  physical processes include freezing and boiling, in which a material changes form with no chemical reaction.

e)  how to determine whether a solution is acidic, basic, or neutral.

Chem4Kids

This site has information on matter, atoms, elements, the periodic table, reactions, and biochemistry.

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Standard 8.6 Chemistry of Living Systems ‑

Principles of chemistry underlie the functioning of biological systems.

            Priority One – Students Know:

a)  that carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms.

b)  that living organisms are made of molecules consisting largely of carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur.

c)  that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA.

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Standard 8.7 Periodic Table ‑

The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms.

            Priority One – Students Know:

a)  how to identify regions corresponding to metals, nonmetals, and inert gases.

b)  each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus.

c)  substances can be classified by their properties, including their melting temperature, density, hardness, and thermal and electrical conductivity.

Chem4Kids

This site has information on matter, atoms, elements, the periodic table, reactions, and biochemistry.

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Standard 8.8 Density and Buoyancy ‑

All objects experience a buoyant force when immersed in a fluid.

            Priority One – Students Know:

a)  density is a mass per unit volume.

b)  how to calculate the density of substances (regular and irregular solids and liquids) from measurements of mass and volume.

c)  how to predict whether an object will float or sink.

            Priority Two – Students Know:

d)  the buoyant force on an object in a fluid is an upward force equal to the weight of the fluid the object has displaced.

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Standard 8.9

Investigation and Experimentation  ‑

Scientific progress is made by asking meaningful questions and conducting careful investigations.

As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.

            Priority One - Students will:

a)  Plan and conduct a scientific investigation to test a hypothesis.

b)  Evaluate the accuracy and reproducibility of data.

c)  Distinguish between variable and controlled parameters in a test.

d)  Recognize the slope of the linear graph as the constant in the relationship  y=kx and apply this principle in interpreting graphs constructed from data.

e)  Construct appropriate graphs from data and develop quantitative statements about therelationships between variables.

f)  Apply simple mathematics relationships to determine a missing quantity in a mathematics expression, given the two remaining terms (including speed = distance/time, density = mass/volume; force = pressure x area; volume = area x height)

            Priority Two - Students will:

g)  Distinguish between linear and nonlinear relationships on a graph of data.

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