Edison School District

Developing a desire for lifelong learning

Focus on Physical

Sciences

Motion

The velocity of an object is the rate of change of its position. As a basis for understanding

this concept:

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

Þ Students know 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.

Þ Students know how to solve problems involving distance, time, and average speed.

Þ Students know the velocity of an object must be described by specifying both the direction and the speed of the object.

Þ Students know changes in velocity may be due to changes in speed, direction, or both.

Þ Students know how to           interpret graphs of position versus time and graphs of speed versus time for motion in a single direction.

Forces

Unbalanced forces cause changes in velocity. As a basis for 

understanding this concept:

Þ Students know a force has both          direction and magnitude.

Þ Students know when an object is   subject to two or more forces at once, the result is the cumulative   effect of all the forces.

Þ Students know when the forces on an object are balanced, the motion of the object does not change.

Þ Students know 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.

Þ Students know that when the forces on an object are unbalanced, the    object will change its velocity (that is, it will speed up, slow down, or change direction).

Þ Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion.

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

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. As a basis for understanding this concept:

Þ Students know the structure of the atom and know it is composed of protons,

neutrons, and electrons.

Þ Students know that compounds are formed by combining two or more different elements and that compounds have properties that are different from their constituent   elements.

Students know atoms and molecules form solids by building up repeating patterns, such as the crystal

Þ structure of NaCl or long-chain polymers.

Þ Students know the states of matter (solid, liquid, gas) depend on molecular motion.

Þ Students know 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.

Þ Students know how to use the periodic table to identify elements in simple compounds.

Earth in the Solar System

(Earth Sciences)

 The structure and composition of the universe can be learned from studying stars and galaxies and their evolution. As a basis for understanding this concept:

Þ Students know galaxies are clusters of billions of stars and may have different shapes.

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

Þ Students know how to use       astronomical units and light years as measures of distances between the Sun, stars, and Earth.

Students know that stars are the source of light for all bright objects in outer space and that the Moon and planets