District of Columbia Public Schools Science Standards, Grade 8 · PDF file8.4.1 Chapter Investigation ... District of Columbia Public Schools Science Standards, ... District of Columbia

correlated to

District of ColumbiaPublic Schools

Science Standards,Grade 8


Science Standards, Grade 8

correlated to

McDougal Littell Physical Science

TABLE OF CONTENTS

Correlation……………………………………………………………………………….1

District of Columbia Public Schools Science Standards, Grade 8……….…………16

1


Science Standards, Grade 8

correlated to

McDougal Littell Physical Science

McDougal Littell Physical Science DCPS Science StandardsGrade 8

Unifying Principles of Physical Sciencepp. xxix–xxxvii

Introduction to 8.2.1, 8.3.2, 8.5.1, 8.5.8,8.5.10, 8.7.1, 8.7.4

The Nature of Sciencepp. xxxviii–xli

8.1.4

The Nature of Technologypp. xlii–xliii

UNIT 1 MATTER AND ENERGYFrontiers in Science, Fuels of the Future

pp. 2–58.2.7, 8.5.6

Chapter 1Introduction to Matter, pp. 6–371.1Matter has mass and volume.

pp. 9–13

8.4.1

Chapter Investigation pp. 14–15

8.1.7, 8.1.8

1.2Matter is made of atoms.

pp. 16–20

8.2.1, Background for 8.2.8

1.3Matter combines to form different

substances.pp. 21–26

Background for 8.3.1

1.4Matter exists in different states.

pp. 27–33

8.2.4, 8.2.8

Chapter 1 Review/Standardized TestPractice

pp. 34–37

8.2.1, 8.2.8

District of Columbia Public Schools Science Standards, Grade 8 correlated toMcDougal Littell Physical Science ©2006

2


Chapter 2Properties of Matter, pp. 38–672.1Matter has observable properties.

pp. 41–49

8.3.7, 8.4.2, 8.4.5

2.2Changes of state are physical changes.

pp. 50–55

8.2.8, 8.2.9

Chapter Investigationpp. 56–57

8.1.7, 8.1.8, 8.2.8

2.3Properties are used to identify substances.

pp. 58–63

8.2.9, 8.4.2, 8.4.3


pp. 64–67

8.2.8, 8.2.9, 8.3.7, 8.4.2, 8.4.5

Chapter 3Energy, pp. 68–953.1Energy exists in different forms.

pp. 71–77

8.1.6, 8.1.10, 8.5.1, 8.5.2, 8.5.3, 8.5.4, 8.5.5

3.2Energy can change forms but is never lost.

pp. 78–83

8.5.4, 8.5.5, 8.5.8, 8.5.10


8.1.2, 8.1.7, 8.1.8, 8.5.5, 8.5.8

3.3Technology improves the ways people useenergy.

pp. 86–91

8.5.4, 8.5.6, 8.5.9


pp. 92–95

8.5.1, 8.5.2, 8.5.3, 8.5.4, 8.5.5, 8.5.8

Timelines in Science, About Temperatureand Heat

pp. 96–99

8.5.4, 8.5.8


3


Chapter 4Temperature and Heat, pp. 100–1274.1Temperature depends on particle movement.

pp. 103–109

8.2.8, 8.5.2

4.2Energy flows from warmer to cooler

objects. pp. 110–115

8.2.8, 8.5.2, 8.5.8

4.3The transfer of energy as heat can be

controlled.pp. 116–121

8.5.11


8.1.3, 8.1.7, 8.5.11


pp. 124–127

8.2.8, 8.5.2, 8.5.8, 8.5.11


4


UNIT 2 CHEMICAL INTERACTIONSFrontiers in Science, Medicines fromNature

pp. 130–133

8.2.5

Chapter 5Atomic Structure and the Periodic Table, pp.134–1655.1Atoms are the smallest forms of elements.

pp. 137–144

8.2.1, 8.2.2, 8.2.3, 8.2.5, 8.2.7

5.2Elements make up the periodic table.

pp. 145–151

8.1.11, 8.2.3, 8.2.5, 8.2.6


8.1.7, 8.1.8

5.3The periodic table is a map of the elements.

pp. 154–161

8.2.6, 8.2.10


pp. 162–165

8.2.1, 8.2.2, 8.2.3, 8.2.5, 8.2.6, 8.2.7

Chapter 6Chemical Bonds and Compounds, pp. 166–1936.1Elements combine to form compounds.

pp. 169–174

8.2.5, 8.3.1

6.2Chemical bonds hold compounds together.

pp. 175–183

8.1.3, 8.1.6, 8.1.10, 8.2.4, 8.2.5, 8.2.7, 8.3.1

6.3Substances’ properties depend on their

bonds.pp. 184–187

8.2.6, 8.2.8, 8.3.1


8.1.2, 8.1.7


pp. 190–193

8.2.5, 8.2.7, 8.2.8, 8.3.1


5


Chapter 7Chemical Reactions, pp. 194–2317.1Chemical reactions alter arrangements ofatoms.

pp. 197–205

8.2.8, 8.3.1, 8.3.3, 8.3.5, 8.3.7

7.2The masses of reactants and products are

equal.pp. 206–212

8.3.1, 8.3.2, 8.3.3

7.3Chemical reactions involve energy changes.

pp. 214–219

8.3.4, 8.5.5, 8.5.8


8.1.7, 8.1.8, 8.3.4

7.4Life and industry depend on chemicalreactions.

pp. 222–227

8.3.1, 8.3.4


pp. 228–231

8.3.1, 8.3.3, 8.3.4, 8.3.5

Timelines in Science, The Story of AtomicStructure

pp. 232–235

8.1.1, 8.2.1, 8.2.2, 8.2.10, 8.3.4


6


Chapter 8Solutions, pp. 236–2718.1A solution is a type of mixture.

pp. 239–244

8.3.6

8.2The amount of solute that dissolves can

vary. pp. 245–252

8.3.6

8.3Solutions can be acidic, basic, and neutral.

pp. 253–259

8.3.3, 8.3.6


8.1.7, 8.3.6

8.4Metal alloys are solid mixtures.

pp. 262–267

8.4.2, 8.4.5


pp. 268–271

8.3.3, 8.3.6

Chapter 9Carbon in Life and Materials, pp. 272–3039.1Carbon-based molecules have manystructures.

pp. 275–281

8.2.5, 8.3.1

9.2Carbon-based molecules are life’s buildingblocks.

pp. 282–290

8.2.5, 8.3.1, 8.3.5, 8.5.5

9.3Carbon-based molecules are in manymaterials.

pp. 291–297

8.2.5, 8.3.1


8.1.7, 8.2.5


pp. 300–303

8.2.5, 8.5.5


7


UNIT 3 MOTION AND FORCESFrontiers in Science, Robots on Mars

pp. 306–309Chapter 10Motion, pp. 312–34910.1An objects in motion changes position.

pp. 313–319


10.2Speed measures how fast position changes.

pp. 320–328

8.1.3, 8.1.8, 8.1.12, 8.7.7

10.3Acceleration measures how fast velocitychanges. pp. 329–335

8.1.12, 8.7.7


8.1.2, 8.1.3, 8.1.7, 8.1.8 , 8.1.12


pp. 338–341

8.1.12, 8.7.7

Chapter 11Forces, pp. 342–37711.1Forces change motion.

pp. 345–351

8.1.2, 8.1.11, 8.7.1, 8.7.2, 8.7.3, 8.7.4

11.2Force and mass determine acceleration. pp. 353–360

8.1.12, 8.7.5, 8.7.6

11.3Forces act in pairs.

pp. 361–365

8.1.8


8.1.2, 8.1.3, 8.1.7

11.4Forces transfer momentum.

pp. 368–373

8.1.12


pp. 374–377

8.1.12, 8.7.1, 8.7.2, 8.7.3, 8.7.4, 8.7.5


8


Chapter 12Gravity, Friction, and Pressure, pp. 378–41112.1Gravity is a force exerted by masses.

pp. 381–388

8.4.1, 8.7.4, 8.7.6

12.2Friction is a force that opposes motion.

pp. 389–394

Extension of 8.7.3

12.3Pressure depends on force and area.

pp. 395–399

8.1.12


8.1.2, 8.1.3, 8.1.7

12.4Fluids can exert a force on objects.

pp. 402–407

8.4.4


pp. 408–411

8.1.12, 8.4.4, 8.7.4, 8.7.6

Timelines in Science, UnderstandingForces

pp. 412–415

8.1.11, 8.4.4, 8.7.4, 8.7.6

Chapter 13Work and Energy, pp. 416–44513.1Work is the use of force to move an object.

pp. 419–424

8.1.8, 8.1.12, 8.7.1

13.2Energy is transferred when work is done.

pp. 425–433

8.1.3, 8.1.5, 8.1.6, 8.1.8, 8.1.12, 8.5.1, 8.5.2,8.5.4, 8.5.5, 8.7.4

13.3Power is the rate at which work is done.

pp. 434–439

8.1.12, 8.6.5


8.1.2, 8.1.3, 8.1.7, 8.1.8, 8.1.12


pp. 442–445

8.1.12, 8.5.1, 8.5.2, 8.5.4, 8.7.1


9


Chapter 14Machines, pp. 446–47914.1Machines help people do work.

pp. 449–457

8.1.8, 8.1.12, 8.5.1, 8.5.3

14.2Six simple machines have many uses.

pp. 458–467

8.1.8, 8.1.12

14.3Modern technology uses compound

machines.pp. 468–473


8.1.7, 8.1.8, 8.1.12


pp. 476–479

8.1.12, 8.5.1


10


UNIT 4 WAVES, SOUND, AND LIGHTFrontiers in Science, Sound Medicine

pp. 482–4858.8.5

Chapter 15Waves, pp. 486–51315.1Waves transfer energy.

pp. 489–495

8.5.2, 8.8.1, 8.8.2, 8.8.6

15.2Waves have measurable properties.

pp. 496–501

8.8.3


8.1.2, 8.1.3, 8.1.7

15.3Waves behave in predictable ways.

pp. 504–509

8.8.5, 8.8.6, 8.8.9


pp. 510–513

8.8.1, 8.8.2, 8.8.3, 8.8.5, 8.8.6, 8.8.9

Chapter 16Sound, pp. 514–54916.1Sound is a wave.

pp. 517–523

8.8.1, 8.8.2, 8.8.4, 8.8.6, 8.8.8

16.2Frequency determines pitch.

pp. 525–53116.3Intensity determines loudness.

pp. 532–537

8.8.1

16.4Sound has many uses.

pp. 538–543Chapter Investigation

pp. 544–5458.1.2, 8.1.7


pp. 546–549

8.8.1, 8.8.2, 8.8.4


11


Chapter 17Electromagnetic Waves, pp. 550–58517.1Electromagnetic waves have unique traits.

pp. 553–558

8.8.1, 8.8.3

17.2Electromagnetic waves have many uses.

pp. 559–567

8.1.6, 8.1.8, 8.8.3, 8.8.7

17.3The Sun is the source of most visible light.

pp. 568–572

8.5.6, 8.5.7, Background for 8.8.7

17.4Light waves interact with materials.

pp. 573–579



8.1.2, 8.1.3, 8.1.7


pp. 582–585

8.8.3

Timelines in Science, The Story of Lightpp. 586–589

8.8.3, 8.8.5


12


Chapter 18Light and Optics, pp. 590–62318.1Mirrors form images by reflecting light.

pp. 593–598

8.8.8

18.2Lenses form images by refracting light.

pp. 599–603

8.8.8


8.1.7

18.3The eye is a natural optical tool.

pp. 606–610

8.8.8

18.4Optical technology makes use of lightwaves.

pp. 611–619

8.8.8


pp. 620–623

8.8.8


13


UNIT 5 ELECTRICITY AND MAGNETISMFrontiers in Science, Electronics in Music

pp. 626–629Chapter 19Electricity, pp. 630–66319.1Materials can become electrically charged.

pp. 633–641

8.6.1

19.2Charges can move from one place to

another.pp. 642–649

8.5.5, 8.6.1


8.1.3, 8.1.7

19.3Electric current is a flow of charge.

pp. 652–659

8.1.12, 8.5.9


pp. 660–663

8.5.9, 8.6.1


14


Chapter 20Circuits and Electronics, pp. 664–69520.1Charge needs a continuous path to flow.

pp. 667–674

8.6.4

20.2Circuits make electric current useful.

pp. 675–680

8.1.12, 8.6.4

20.3Electronic technology is based on circuits.

pp. 681–689Chapter Investigation

pp. 690–6918.1.7


pp. 692–695

8.6.4

Timelines in Science, The Story ofElectronics

pp. 696–699

8.6.4


15


Chapter 21Magnetism, pp. 700–73521.1Magnetism is a force that acts at a distance.

pp. 703–71121.2Current can produce magnetism.

pp. 712–718

8.6.2, 8.6.3

21.3Magnestism can produce current.

pp. 719–723

8.6.2, 8.6.3


8.1.2, 8.1.7

21.4Generators supply electrical energy.

pp. 726–731

8.1.12, 8.5.9, 8.6.3, 8.6.5


pp. 732–735

8.1.12, 8.6.2, 8.6.3, 8.6.5

Student Resource Handbookspp. R1–R51

8.1.3, 8.1.4, 8.1.5, 8.1.9, 8.1.10


16

District of Columbia Public Schools Science Standards, Grade 8

Scientific Thinking and Inquiry8.1. Broad Concept: Scientific progress is made by asking relevant questions andconducting careful investigations. As a basis for understanding this concept, and toaddress the content in this grade, students should develop their own questions andperform investigations. Students:1. Describe how scientific knowledge is subject to modification and refinement as newinformation challenges prevailing theories.2. Test hypotheses that pertain to the content under study.3. Describe how if more than one variable changes at the same time in an experiment, theoutcome of the experiment may not be attributable to a change in any single variable.4. Explain why accuracy and openness in record keeping and replication are essential formaintaining an investigator’s credibility with other scientists and society.5. Write clear step-by-step instructions (procedural summaries) for conductinginvestigations.6. Participate in group discussions on scientific topics by restating or summarizingaccurately what others have said, asking for clarification or elaboration, and expressingalternative positions.7. Use tables, charts, and graphs in making arguments and claims in presentations aboutlab work.8. Read analog and digital meters on instruments used to make direct measurements oflength, volume, weight, elapsed time, rates, or temperatures, and choose appropriateunits. Explain how to interpolate on analog scales.9. Explain why arguments may be invalid if based on very small samples of data, biasedsamples, or experiments in which there was no control sample.10. Identify and criticize the reasoning in arguments in which fact and opinion areintermingled or the conclusions do not follow logically from the evidence given, ananalogy is not apt, no mention is made of whether the control group is very much like theexperimental group, or all members of a group are implied to have nearly identicalcharacteristics that differ from those of other groups.11. Describe the work of pioneers of physics and cosmology such as NicolausCopernicus, Galileo Galilei, Johannes Kepler, Isaac Newton, Hans Christian Oersted andAndre-Marie Ampère, Dmitry Ivanovich Mendeleyev, Albert Einstein, and Lise Meitner.12. Apply simple mathematical models to problems (e.g., formulas such as F = ma).


17

Structure of Matter8.2. Broad Concept: Elements have distinct macroscopic properties and atomic structures.As a basis for understanding this concept, students:1. Explain that all matter is made up of atoms that are far too small to see directly throughan optical microscope.2. Construct a model of an atom and know the atom is composed of protons, neutrons,and electrons.3. Using a periodic chart, explain that the atoms of any element are similar to each other,but they are different from atoms of other elements. Know the atoms of a given isotopeare identical to each other.4. Diagram and describe how atoms may combine (bond) into molecules or into largecrystalline arrays.5. Know there are more than 100 elements that combine in a multitude of ways toproduce compounds that make up all the living and non-living things in the universe.6. Describe how elements can be classified, based on similar properties, into categories,including highly reactive metals, less reactive metals, highly reactive non-metals, lessreactive non-metals, and some almost completely non-reactive (noble) gases.7. Understand how an ion is an atom or group of atoms (molecule) that has acquired anelectric charge by losing or gaining one or more electrons.8. Describe how the atoms, molecules, or ions comprising an object are in constantindividual motion, and explain how their average motional (kinetic) energy determinesthe temperature of the object and how the strength of the forces between them determinesthe state of matter at that temperature.9. Explain that the melting and/or boiling temperature of a substance (element orcompound) depend on pressure and are independent of the amount of the sample. (Somematerials don’t melt and others don’t boil because they decompose as the temperature israised; other materials don’t have a sharp melting point because they are nothomogeneous.)10. Describe the contributions of the scientists involved with the development of currentatomic theory, including John Dalton, Marie and Pierre Curie, Joseph John Thomson,Albert Einstein, Max Planck, Ernest Rutherford, Niels Bohr, and Erwin Schroedinger.


18

Reactions8.3. Broad Concept: Chemical reactions are processes in which atoms are rearranged intodifferent combinations of molecules. As a basis for understanding this concept, students:1. Discover and explain how elements and compounds (reactants) react with each other toform products with different properties.2. Describe Antoine Lavoisier’s work, including the idea that when materials react witheach other, many changes can take place, but that in every case the total amount of matterafterward is the same as before (Law of Conservation of Matter).3. Explain how the idea of atoms, as proposed by John Dalton, explains the conservationof matter: In chemical reactions, the number of atoms stays the same no matter how theyare arranged, and the mass of atoms does not change significantly in chemical reactions,so their total mass stays the same.4. Investigate how and explain that during endothermic chemical reactions heat energy isabsorbed from the surroundings and in exothermic reactions heat energy is released to thesurroundings.5. Investigate and explain that reactions occur at different rates, slow to fast, and thatreaction rates can be changed by changing the concentration of reactants, the temperature,the surface areas of solids and by using a catalyst.6. Recognize that solutions can be acidic, basic, or neutral depending on theconcentration of hydrogen ions in the solution. Understand that because thisconcentration can vary over a very large range, the logarithmic (each increase of one inthe pH scale is an increase of 10 times in concentration) pH scale is used to describe howacidic or basic a solution is.7. Recognize that indicators of chemical changes include temperature change, theproduction of a gas, the production of a precipitate, or a color change.

Density and Buoyancy8.4. Broad Concept: All objects experience a buoyant force when immersed in a fluid. Asa basis for understanding this concept, students:1. Demonstrate that the mass of an object is a measure of the quantity of matter itcontains (measured in kg or g), and its weight (measured in N) is the magnitude of thegravitational force exerted by the Earth on that much mass.2. Know density is mass per unit volume.3. Investigate and explain that equal volumes of different substances usually havedifferent masses and, therefore, different densities.4. Determine and explain that the buoyant force on an object in a fluid is an upward forceequal to the weight of the fluid the object has displaced; this principle can be used topredict whether an object will float or sink in a given fluid.5. Determine the density of substances (regular and irregular solids, and liquids) fromdirect measurements of mass and volume, or of volume by water displacement.


19

Conservation of Energy8.5. Broad Concept: Energy and matter have multiple forms and can be changed from oneform to another. As a basis for understanding this concept, students:1. Explain how energy is the ability to do work and is measured in joules (J)..2. Describe kinetic energy as the energy of motion (e.g., a rolling ball), and potentialenergy as the energy of position or configuration (e.g., a raised object or a compressedspring).3. Investigate and explain how kinetic energy can be transformed into potential energy,and vice versa (e.g., in a bouncing ball).4. Recognize and describe that energy is a property of many systems and can take theforms of mechanical motion, gravitational energy, the energy of electrostatic andmagnetostatic fields, sound, heat, light (electromagnetic field energy).5. Describe that energy may be stored as potential energy in many ways, includingchemical bonds and in the nucleus of atoms.6. Explain that the sun emits energy in the form of light and other radiation, and only atiny fraction of that energy is intercepted by the Earth.7. Know the sun’s radiation consists of a wide range of wavelengths, mainly visible lightand infrared and ultraviolet radiation.8. Investigate and explain that heat energy is a common product of an energytransformation, for example, in biological growth, the operation of machines, theoperation of a light bulb, and the motion of people.9. Explain how electrical energy can be generated using a variety of energy sources andcan be transformed into almost any other form of energy, such as mechanical motion,light, sound, or heat.10. Investigate and explain that in processes at the scale of atomic size or greater, energycannot be created or destroyed but only changed from one form into another.11. Compare and contrast how heat energy can be transferred through radiation,convection, or conduction.

Electricity and Magnetism8.6. Broad Concept: Electricity and magnetism are related phenomena that have manyuseful applications in everyday life. As a basis for understanding this concept, students:1. Investigate and explain that an object can be electrically charged either positively ornegatively; objects with like charges repel each other and objects with unlike chargesattract each other.2. Explain that when an electric current flows why there is always a magnetic fieldassociated with it.3. Describe the role that electromagnets play in electric motors, electric generators, andsimple devices such as doorbells and earphones.4. Explain that electrical circuits provide a means of transferring electrical energy fromsources such as generators to devices in which heat, light, sound, and chemical changesare produced.5. Know power is energy per unit time, expressed in watts, W, and 1 W = 1 J/s. Explainthat devices are rated according to their power capacity or consumption.


20

Forces8.7. Broad Concept: When an object is subject to two or more forces at once, theeffective force is the cumulative effect of all the forces. As a basis for understanding thisconcept, students:1. Recognize that a force has both magnitude and direction.2. Observe and explain that when the forces on an object are balanced (equal andopposite forces that add up to zero), the motion of the object does not change.3. Explain why an unbalanced force acting on an object changes the object’s speed ordirection of motion or both.4. Explain that every object exerts an attractive gravitational force on every other object.5. Know the greater the mass of an object, the more force is needed to change its motion.6. Explain that the if the net force acting on an object always acts toward the same centeras the object moves, the object’s path is a curve about the force center. (Motion in acircular orbit is the simplest case of this situation.)7. Graph and interpret distance vs. time graphs for constant speed.

Waves8.8. Broad Concept: Waves have characteristic properties that are common to all types ofwave. As a basis for understanding this concept, students:1. Observe and explain how waves carry energy from one place to another.2. Explain how a mechanical wave is a disturbance that propagates through a medium.3. Explain how electromagnetic waves differ from mechanical waves in that they do notneed a medium for propagation; nevertheless, they can be described by many of the samequantities: amplitude, wavelength, frequency (or period), and wave speed.4. Investigate and explain how sound in a fluid (e.g., air) is a longitudinal wave whosespeed depends on the properties of the fluid in which it propagates.5. Investigate and explain how light waves, sound waves, and other waves move atdifferent speeds in different materials.6. Demonstrate that vibrations in materials set up wave disturbances, such as sound andearthquake waves, that spread away from the source.7. Recognize that human eyes respond to a narrow range of wavelengths of theelectromagnetic spectrum (red through violet) called visible light.8. Summarize how something can be “seen” when light waves emitted or reflected by anobject enter the eye just as something can be “heard” when sound waves from it enter theear.9. Explain that waves obey the superposition principle: Many waves can pass through thesame point at once, and the wave amplitude at that point is the sum of the amplitudes ofthe individual waves.

DOC 9 9/2006

2006CC2

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District of Columbia Public Schools Science Standards, Grade 8 · PDF file8.4.1 Chapter Investigation ... District of Columbia Public Schools Science Standards, ... District of Columbia