Note: Click any standard to move it to the center of the map.
[6.NS.C.5] -
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, and positive/negative electric charge). Use positive and negative numbers (whole numbers, fractions, and decimals) to represent quantities in real-world contexts, explaining the meaning of zero in each situation.
[7.EE.B.3] -
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
[7.EE.B.4] -
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
[3.PS.2.1] -
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. Clarification Statements: Descriptions of force magnitude should be qualitative and relative; Force due to gravity is appropriate but only as a force that pulls objects down; State Assessment Boundaries: Quantitative force magnitude is not expected in state assessment; State assessment will be limited to one variable at a time: number, size, or direction of forces.
[3.PS.2.3] -
Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other. Clarification Statement: Focus should be on forces produced by magnetic objects that are easily manipulated.
[6.PS.2.4] -
Use evidence to support the claim that gravitational forces between objects are attractive and are only noticeable when one or both of the objects have a very large mass. Clarification Statement: Examples of objects with very large masses include the Sun, Earth, and other planets.
State Assessment Boundary: Newton’s law of gravitation or Kepler’s laws are not expected in state assessment.
Science and Technology/Engineering | Grade : 8
Discipline - Physical Science
Core Idea - Motion and Stability: Forces and Interactions
[8.PS.2.2] - Provide evidence that the change in an object’s speed depends on the sum of the forces on the object (the net force) and the mass of the object.
Clarification Statement: Emphasis is on balanced (Newton’s first law) and unbalanced forces in a system, qualitative comparisons of forces, mass, and changes in speed (Newton’s second law) in one dimension. State Assessment Boundaries: State assessment will be limited to forces and changes in motion in one dimension in an inertial reference frame and to change in one variable at a time. The use of trigonometry is not expected in state assessment.
[RCA-ST.6-8.3] -
Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.
[8.ESS.1.2] -
Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system.
State Assessment Boundary: Kepler’s laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth are not expected in state assessment.
[HS.PHY.2.1] -
Analyze data to support the claim that Newton’s second law of motion is a mathematical model describing change in motion (the acceleration) of objects when acted on by a net force. Clarification Statements: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, and a moving object being pulled by a constant force. Forces can include contact forces, including friction, and forces acting at a distance, such as gravity and magnetic forces.
State Assessment Boundary: Variable forces are not expected in state assessment.
[HS.ETS.3.3] -
Explain the importance of considering both live loads and dead loads when constructing structures. Calculate the resultant force(s) for a combination of live loads and dead loads for various situations. Clarification Statements: Examples of structures can include buildings, decks, and bridges. Examples of loads and forces include live load, dead load, total load, tension, sheer, compression, and torsion.
[HS.ETS.3.6] -
Use informational text to illustrate how a vehicle or device can be modified to produce a change in lift, drag, friction, thrust, and weight.
Clarification Statements: Examples of vehicles can include cars, boats, airplanes, and rockets. Considerations of lift require consideration of Bernoulli’s principle.
[HS.ETS.4.5] -
Explain how a machine converts energy, through mechanical means, to do work. Collect and analyze data to determine the efficiency of simple and complex machines.