STANDARD 5.7: Science

Standard 5: Science

Mission: .Scientific literacy encompasses the understanding of key concepts and principles of science; familiarity with the natural world for both its diversity and unity; and use of scientific knowledge and scientific ways of thinking for individual and social purposes (American Association for the Advancement of Science, Science for All Americans).

Standard 5.7 Physics All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations.
Big Idea: The flow of energy drives processes of change in all biological, chemical, physical and geological systems. The conservation of energy is a law that can be used to analyze and build understandings of diverse physical and biological systems.
5.7 A. Motion and Forces
Essential Questions	Enduring Understandings
- How would the universe be different if one or more of the laws of motion were suspended?	-The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls.
Areas of Focus/Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Distinguish among the different ways objects can move such as: · fast and slow. · in a straight line. · in a circular path. · back and forth.
2. Show that the position and motion of an object can be changed by pushing or pulling the object.
By the end of Grade 4:
1. Recognize that changes in the speed or direction of a moving object are caused by force and that the greater the force, the greater the change in motion will be.
2. Recognize that some forces can act at a distance. · gravity · magnetism · static electricity	Instructional/Assessment Focus: • The earth’s gravity pulls any object toward it without touching it. • A magnet pulls on all things made of iron and either pushes or pulls on other magnets without touching them, • Material that has been electrically charged pulls on all other materials and may either push or pull other charged materials without touching them. Suggested Instructional/Assessment Strategies: 1. Using a charged rod, move small pieces of paper without touching them. 2. Explain why two bar magnets move toward or away from each. Sample Assessment Item: 1. An object is placed on a table. A magnet is slowly moved toward it and the object moves away from the magnet. The object is most likely — * A. another magnet B. a piece of glass C. a copper coin D. an iron nail
By the end of Grade 6:
1. Recognize that an object at rest will remain at rest and an object moving in a straight line at a steady speed will continue to move in a straight line at a steady speed unless a net (unbalanced) force acts on it
2. Recognize that motion can be retarded by forces such as friction and air resistance.
3. Recognize that everything on or near the earth is pulled toward the earth's center by gravitational force.
By the end of Grade 8:
1. Use quantitative data to show that when more than one force acts on an object at the same time, the forces can reinforce or cancel each other producing a net (unbalanced) force that will change speed and/or direction of the object.	Instructional/Assessment Strategies: • Using levers, pulleys, and laboratory masses to generate and measure an unbalanced force • Using additional masses to balance and measure that force
2. Recognize that every object exerts a gravitational force on every other object, and that the force depends on how much mass the objects have and how far apart they are.	Sample Test Items: 1. What, if any, impact would there be on tides if the Moon’s orbit was 700,000 km in diameter rather than 384,400 km? Explain. 2. Using a stick, Joshua is trying to hit a ball into a hole 100 meters away. Which set of conditions will increase Joshua’s chance of getting the ball into the hole? A. having a ball with a large mass and a stick with a large mass B. having a ball with a small mass and a stick with a small mass * C. having a ball with a small mass and using a large force on the stick D. having a ball with a large mass and using a small force on the stick 3. After more than 30 years, the spacecraft Pioneer 10 continues to travel through space, beyond the solar system. Which statement explains why this spacecraft continues to move? * A. Pioneer 10 is in motion and will stay in motion. B. Pioneer 10 carries excess fuel to allow more motion. C. NASA astronauts are steering Pioneer 10. D. NASA has refueling missions to Pioneer 10.
By the end of Grade 12:
1. Apply the mathematical relationship between the mass of an object, the net force exerted on it, and the resulting acceleration.
2. Explain that whenever one object exerts a force on another, an equal and opposite force is exerted on the first object.
3. Recognize gravity as a universal force of attraction between masses and that the force is proportional to the masses and inversely proportional to the square of the distance between them.
4. Recognize that electrically charged bodies can attract or repel each other with a force that depends upon the size and nature of the charges and the distance between them and know that electric forces play an important role in explaining the structure and properties of matter.
5. Know that there are strong forces that hold the nucleus of an atom together and that significant amounts of energy can be released in nuclear reactions (fission, fusion, and nuclear decay) when these binding forces are disrupted.
6. Explain how electromagnetic, gravitational, and nuclear forces can be used to produce energy by causing chemical, physical, or nuclear changes and relate the amount of energy produced to the nature and relative strength of the force.
7. Demonstrate that moving electric charges can produce magnetic forces and moving magnets can produce electric forces.
8. Recognize that magnetic and electrical forces are different aspects of a single electromagnetic force.
5.7 B. Energy Transformations
Essential Questions	Enduring Understandings
- How do we know that things have energy?	- Energy takes many forms. - These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy).
Areas of Focus/Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Demonstrate that sound can be produced by vibrating objects
By the end of Grade 4:
1. Identify sources of heat and demonstrate that heat can be transferred from one object to another.	Instructional/Assessment Focus: • When warmer things are paced with cooler ones, the warmer ones lose heat and the cooler ones gain it until they are all the same temperature. • A warmer object can warm a cooler one by contact or at a distance. • Some materials conduct heat much better than others. Poor conductors can reduce heat loss. Suggested Instructional/Assessment Strategies: • Identify, as basic forms of energy: light, heat, sound, electrical and energy of motion. • Observe that sunlight can be used to heat the inside of homes and other buildings by allowing sunlight to pass through windows. Sample Assessment Items: 1. People wear hats when outside in the winter. How do hats help people stay warm? * A. Hats stop heat energy from leaving their heads. B. Hats stop electrical energy from leaving their heads. C. Hats stop cold from entering their bodies through their heads. D. Hats slow down electrical energy from entering their bodies through their heads.
2. Identify sources of light and demonstrate that light can be reflected from some surfaces and pass through others.
3. Use devices that show electricity producing heat, light, sound, and magnetic effects.
4. Show that differences in sound (loud or soft, high or low) can be produced by varying the way objects vibrate.
By the end of Grade 6:
1. Recognize that heat flows through materials or across space from warmer objects to cooler ones.
2. Show that vibrations in materials can generate waves that can transfer energy from one place to another.
3. Design an electric circuit to investigate the behavior of a system.
By the end of Grade 8:
1. Identify that the sun is a major source of the Earth's energy and that solar energy includes visible, infrared and, ultraviolet radiation.	Instructional/Assessment Strategies: • At 8:32 am, May 18, 1980, Mount St. Helens erupted. The column of steam and ash reached about 80,000 feet in less than 15 minutes, spread across US in 3 days, and circled Earth in 15 days. In all, approximately 1.4 billion cubic yards of ash were released into the atmosphere. What was the likely impact of this event on the weather in New Jersey? Explain.
2. Describe the nature of various forms of energy, including heat, light, sound, chemical, mechanical, and electrical and trace energy transformations from one form to another.	Sample Test Items: 1. Electrical energy is used to power an incandescent lamp. How does the amount of electrical energy used compare to amount of light energy produced? The amount of electrical energy used is: * A. more than the amount of light energy produced B. less than the amount of light energy produced C. the same as the amount of light energy produced 2. As a river flows past a turbine in a hydroelectric plant, the kinetic energy of the river changes to: A. chemical energy B. nuclear energy * C. mechanical energy D. radiant energy
3. Describe how heat can be conducted through materials or transferred across space by radiation and know that if the material is a fluid, convection currents may aid the transfer of heat.	Instructional/Assessment Strategies: • Conducting an energy audit of the classroom and identifying the causes for deficiencies with assistance from the local utility company • Recommending cost effective solutions to reduce the amount of energy needed to maintain a constant temperature in your classroom based on the audit findings • Evaluating and selecting the most efficient commercially available heating system for a specific geographic area and justifying the selection
4. Show that light is reflected, refracted, or absorbed when it interacts with matter and that colors may appear as a result of this interaction.	Sample Test Item: You have decided to participate in a wilderness survival course in the Pine Barrens. One of the skills that you are developing is spear fishing. Your instructor has placed practice targets 2 meters away from you in one meter of clear calm water. The target’s actual size is 0.5 m across. Using the concept of refraction, explain why it may be difficult to hit the underwater practice target from the shore.
By the end of Grade 12:
1. Explain how the various forms of energy (heat, electricity, sound, light) move through materials and identify the factors that affect that movement.
2. Explain that while energy can be transformed from one form to another, the total energy of a closed system is constant.
3. Recognize that whenever mechanical energy is transformed, some heat is dissipated and is therefore unavailable for use.
4. Explain the nature of electromagnetic radiation and compare the components of the electromagnetic spectrum from radio waves to gamma rays.