Unpacking an 8Th Grade Science Standard

Unpacking an 8th Grade Science Standard

Standard Grade 8th Science

Strand 5: Physical Science

Concept 2: Motion and Forces

PO 1. Demonstrate velocity as the rate of change of position over time.

Learning Sequence Do Know (Process Skills) (Content) END GOAL: demonstrate

Produce One dimensional integer coordinate systems Describe Relativity of origin in coordinate systems

Describe and represent Physical, measurable quantities as variables (xi, xf, v, t) Define Position, initial position, and final position Describe Difference between vector and scalar quantities Recognize and represent Position can be negative or positive and is a vector quantity Define Distance Recognize Distance has no direction and is a scalar quantity Describe The change between two measurable quantities as being a difference Represent Changes in variables by using Define Displacement as x and the change in position Identify Examples of positive and negative displacement Produce Two dimensional integer coordinate systems Compare and contrast Instantaneous time and time interval Define Time, initial time, final time, change time Draw Two dimensional coordinate systems with position as a vertical variable and time as a horizontal variable Discuss Two variable relationships on a 2 dimensional coordinate system Describe Data collection techniques for position and time relationships Observe and summarize 1 dimensional linear motion (by showing or creating an example) Articulate motion of an object by describing behavior using position, distance, displacement and instantaneous time, and time interval Calculate and compare Distance and displacement of an object between various given time intervals Discuss Data collection methods Determine Appropriate and inappropriate ways to collect data Discuss Observations and bias Recognize The need for various methods for controlling for experimental error Discuss Amount of data needed to formulate reliable conclusions Write Scientific plans and notes in a place that can be reviewed again (such as a lab notebook) discusses Correct scientist units of measure (m, k, s units) Discusses Reasoning for using standardized measuring systems Identifies Units of measure on measuring tools Measures Something and uses correct notation when recording measurement Discuss and justify A plan for collecting position and time data for an object moving in 1 dimension (including a plan for error control, multiple trials, data collecting, data recording, etc.) Conduct A controlled experiment to collect data for position and time for an object engaged in 1 dimensional linear motion (teacher note: with constant velocity) Records Data with correct units, observational notes while using appropriate organizational structures (data tables, sentences, lists, etc.) Discuss Data points represent specific, isolated points in time using the terms instantaneous time, position, meters, centimeters, seconds Discuss Inferences between data points (one to another) using terms time intervals, distance, displacement, initial position, final position, initial time, final time, meters, centimeters, seconds Graphs Data points on graph using appropriate units of measures and labels (ex: 2 sec, 4 cm) Interprets Meaning of data points on graph (why it is not a line yet, why points may not be in an obvious pattern) while using appropriate units of measure Discusses How scientists can use graphs to mathematically model reality and why numbers always have units of measure Draws Best fit line Discus The meaning of a best fit line and acknowledges that the line is not an exact representation of the data Articulates How graph, data, explanation, observations all represent the motion of the object using terms and proper units of measure Identifies Position, displacement, distance, time (interval and instantaneous) using their graph (including positive or negative when appropriate) Define Speed as a scalar quantity dependent on distance and time interval Discuss The units of measure of speed meters/sec Identify / = per and discuss what that might mean (for every…, in a…, etc.) Articulate That speed is how far something goes every one unit of time (without using the word per) Use Mathematical notation to represent speed

Calculate Speed of object using graph using two points and appropriate units of measure Articulate Speed and the meaning including units of measure (ex: 2 m/s Define Velocity as a vector quantity dependent on displacement and time Articulate Velocity as how far something ended from where it started (in the time interval) for every one unit of time (without saying per) Use Mathematical notation to represent velocity (also see equivalency between both) or Calculate Velocity of object using two points and appropriate units of measure Compare and contrast Speed and velocity calculations Discuss when speed and velocity may be the same and when it will be different

Objective for First Lesson Students will describe position as a vector by representing 3 examples (two positive, one negative) on a student produced one dimensional coordinate system.

Do Know (Process Skills) (Content) Produce One dimensional integer coordinate systems Describe Relativity of origin in coordinate systems

Describe and represent Physical, measurable quantities as variables (xi,

xf, v, t) Define Position, initial position, and final position