Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
Course Description
The eighth grade Honors: Integrated & Physical Science course combines the content covered in
both the eighth grade Integrated Science, as well as, the Physical Science course for ninth grade.
This course introduces students to key concepts and theories that provide a foundation for further
study in other sciences and advanced science disciplines. Topics include:
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Foundational concepts of the nature of matter, linear motion, and energy.
The forces and motion within, on and around the Earth and within the universe.
The physical features of Earth and how they formed. This includes the interior of Earth,
the rock record, plate tectonics, and landforms.
Earth systems and processes within the: atmosphere, hydrosphere, lithosphere, and
geosphere.
The continuation of the species.
Students will also develop skills of scientific inquiry through this course. Students design a
solution to a problem or design and build a product, given certain constraints. Technological
influences on the quality of life are also explored in this course.
Credit: 1
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
TOPIC: Physical Earth (Grade 8)

This topic focuses on the physical features of Earth and how they formed. This includes the
interior of Earth, the rock record, plate tectonics and landforms.
CONTENT STATEMENT
The composition and properties of Earth’s interior are identified by the behavior of seismic
waves.


The refraction and reflection of seismic waves as they move through one type of material to
another is used to differentiate the layers of Earth’s interior. Earth has an inner and outer
core, an upper and lower mantle, and a crust.
The formation of the planet generated heat from gravitational energy and the decay of
radioactive elements, which is still present today. Heat released from Earth's core drives
convection currents throughout the mantle and the crust.
CONCEPTS

Three main layers make up the Earth’s
interior.

Each layer has its own composition,
density, and characteristics.

Convection currents in the mantle drive
plate movements.

Theory of plate tectonics.

Heat from the core generated by
radioactive decay from the formation of
the planet.
VOCABULARY
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Crust
Mantle
Core
Ocean/Continental Crust
Lithosphere
Core
o
Outer
o
Inner
Plate Tectonics
Convection Currents
Asthenosphere
Radioactive Decay
Seismic Waves
Reflection
Refraction
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
PERFORMANCE SKILLS:
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Simulate how convection drives plate motion.
Predict the outcome of a variety of plate boundaries.
Create a model of the Earth and its layers.
Using real seismic data (wave velocities), create or interpret a cross section of Earth. Explain
the change of appearance in the section as the rock type or consistency of the rock changes.
Identify the different composition, and consistency of each layer of Earth’s interior (inner
and outer core, upper and lower mantle, and crust).
Design and build a simple seismograph that can actually measure movement of Earth’s
lithosphere.
INSTRUCTIONAL RESOURCES
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http://pubs.usgs.gov/gip/dynamic/dynamic.html The USGS provides helpful background data
to understand the relationship between the structure of Earth and plate tectonics.
http://www.hometrainingtools.com/earthquakes-seismograph-science-project/a/1160/ this
website provides data and examples pertaining to designing and building seismograph.
http://www.dlese.org/library/query.do?q=&s=0&gr=05 The Digital Library for Earth
Systems Education offers resources from a number of sources, such as National Geographic,
government agencies, and other scientific agencies. Grade 6-8 resources provided at this link.
http://professionals.collegeboard.com/profdownload/cbscs-science-standards-2009.pdf the
college board provides Earth Science recommendations for Earth Science grades 6-12
(beginning on page 21). Essential questions and scientific applications are included in this
document to encourage investigation and scientific inquiry. In addition, connections to other
topics and subjects are suggested to add relevancy and interest for the student.
Foss Kit: Earth History
Story in the Stone
TOPIC: Physical Earth (Grade 8)

This topic focuses on the physical features of Earth and how they formed. This includes the
interior of Earth, the rock record, plate tectonics and landforms
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONTENT STATEMENT
Earth’s crust consists of major and minor tectonic plates that move relative to each other.
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

Historical data and observations such as fossil distribution, paleomagnetism, continental drift
and sea-floor spreading contributed to the theory of plate tectonics. The rigid tectonic plates
move with the molten rock and magma beneath them in the upper mantle.
Convection currents in the crust and upper mantle cause the movement of the plates. The
energy that forms convection currents comes from deep within the Earth.
There are three main types of plate boundaries: divergent, convergent and transform. Each
type of boundary results in specific motion and causes events (such as earthquakes or
volcanic activity) or features (such as mountains or trenches) that are indicative of that type
of boundary.
CONCEPTS
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VOCABULARY
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The edges of different pieces of the

lithosphere meet at lines called plates.
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Breaks in Earth’s crust form long

boundaries.
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Convection currents in the mantle drive 
plate movements


Heat from the core generated by

radioactive decay from the formation of 
the planet.

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Three types of boundaries and resulting 
features are at the surface.


Plate boundary specific events and

features (i.e. earthquakes, volcanoes,

mountains and trenches, etc.).


Historical evidence for plate motion.
Continental Drift
Paleomagnetism
Fossil Distribution
Plate Boundaries
Faults
Transform
Divergent
Convergent Boundaries
Mid-Ocean Ridge
Sea-floor Spreading
Deep-Ocean Trench
Subduction
Collision
Rift Valley
Mountain Range
Ocean Crust
Continental Crust
Folding
Faulting
Ring of Fire
Island Arcs
Hot Spots
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
PERFORMANCE SKILLS:
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Differentiate between plate tectonics and continental drift.
Describe the general history of plate tectonics, including the early observations, discoveries,
and ideas that combined, eventually lead to the modern theory of plate tectonics.
Recognize that there are three main types of plate boundaries (diverging, converging, and
transform).
Interpret the effects of each plate boundary.
Explain why the Ring of Fire and faults usually occur at plate boundaries.
Research the most recent measurements of North America, using this data and the movement
of North America throughout geologic time; predict where North America will be in 600
million years or more. Create a model to demonstrate that movement.
Using a world map, mark the locations of all earthquakes and volcanoes that are recorded
each week for 1 month (or longer). Use a different color or pattern so that earthquakes and
volcanoes can be differentiated. Outline the boundaries of where the concentrations are
located.
Compare/contrast this map with a map of plate boundaries. What types of boundaries are
found in the volcanoes areas? Earthquake areas? Discuss findings with the class.
Resources: http://cse.ssl.berkeley.edu/lessons/indiv/coe/summary.html
INSTRUCTIONAL RESOURCES
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http://cse.ssl.berkeley.edu/SegwayEd/lessons/exploring_magnetism/magnetism_on_earth/index.html this link
provides paleomagnetic data for the geologic periods to use in determining sea floor spreading.
http://multimedia2.up.edu/Physics/TOLE/VFEs/ this website allows students to take a virtual field trip to view
plate boundaries and tectonic activity.
http://faculty.randolphcollege.edu/tmichalik/tectonics.htm this link provides maps for each geologic period
showing plate movement based on evidence in the rock record.
http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/7/SCB-PT.3.1 NSTA provides learning modules
called “SciPacks” that are designed to increase teacher content knowledge through inquiry-based modules. This
module addresses Plate Tectonics.
Foss Kit: Earth History
Story in the Stone
http://nagt.org/nagt/programs/teachingmaterials/9273.html The National Association of Geoscience Teachers
provides inquiry-based activities and resources for constructing geologic maps to demonstrate plate tectonics.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
INSTRUCTIONAL RESOURCES (cont’d)
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
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http://pubs.usgs.gov/gip/dynamic/dynamic.html The USGS provides helpful background data to understand the
relationship between the structure of Earth and plate tectonics.
http://www.dlese.org/library/query.do?q=&s=0&gr=05 The Digital Library for Earth Systems Education offers
resources from a number of sources, such as National Geographic, government agencies, and other scientific
agencies. Grade 6-8 resources provided at this link..
http://professionals.collegeboard.com/profdownload/cbscs-science-standards-2009.pdf the college board
provides Earth Science recommendations for Earth Science grades 6-12 (beginning on page 21). Essential
questions and scientific applications are included in this document to encourage investigation and scientific
inquiry. In addition, connections to other topics and subjects are suggested to add relevancy and interest for the
student.
TOPIC: Physical Earth (Grade 8)

This topic focuses on the physical features of Earth and how they formed. This includes the
interior of Earth, the rock record, plate tectonics and landforms.
CONTENT STATEMENT
A combination of constructive and destructive geologic processes formed Earth’s surface.

Earth’s surface is formed from a variety of different geologic processes, including but not
limited to plate tectonics.
CONCEPTS
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VOCABULARY
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Topography is determined by elevation, 
relief, and landforms.
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A map and globe are models of the
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Earth.
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Topography is the shape of the land.
Topography
Elevation
Relief
Landforms
Map
Globe
Scale
GPS
Satellite Mapping
Latitude
Longitude
Constructive Forces
Destructive Forces
Deformation
Deposition
Sedimentation
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY (cont’d)

Forces on the Earth are continuously
reshaping its interior and exterior features.

Constructive and destructive forces build
up and tear down the land areas.

Crustal deformation is mountain building.
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Sediments
Eruptions
Weathering
Erosion
Mass Wasting
Hydrosphere
Lithosphere
Glaciers
Moraines
Outwash
Till
Erratic
Kettles
Eskers
Streams
Floodplains
PERFORMANCE SKILLS:
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Identify high and low areas on a topographic map.
Locate places on a map by latitude and longitude.
Distinguish between destructive and constructive forces and how they affect the Earth’s
surface.
Identify examples of destructive geologic processes, such as flooding, mass wasting, volcanic
activity, glacial movement, earthquakes, or tsunamis.
INSTRUCTIONAL RESOURCES
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
http://pubs.usgs.gov/gip/dynamic/dynamic.html The USGS provides helpful background data
to understand the relationship between the structure of Earth and plate tectonics.
http://www.dnr.state.oh.us/tabid/7105/Default.aspx this is a link to the Geology Division of
the ODNR, interactive maps and geologic maps are available at this site. There are many
other resources that help to support the teaching of geology and using surficial maps to view
the changing, dynamic surface of the Earth.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
INSTRUCTIONAL RESOURCES (cont’d)
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
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
http://www.dnr.state.oh.us/tabid/3501/Default.aspx Project Wet offers training and resources
for K-12 teachers. Promoting deep understanding about all aspects of water and the
interconnectedness of all of Earth’s spheres (Earth Systems). Training and workshop
opportunities can be found at this link.
http://www.dlese.org/library/query.do?q=&s=0&gr=05 The Digital Library for Earth
Systems Education offers resources from a number of sources, such as National Geographic,
government agencies, and other scientific agencies. Grade 6-8 resources provided at this link.
http://professionals.collegeboard.com/profdownload/cbscs-science-standards-2009.pdf the
college board provides Earth Science recommendations for Earth Science grades 6-12
(beginning on page 21). Essential questions and scientific applications are included in this
Foss Kit: Earth History
TOPIC: Physical Earth (Grade 8)

This topic focuses on the physical features of Earth and how they formed. This includes the
interior of Earth, the rock record, plate tectonics and landforms.
CONTENT STATEMENT
Evidence of the dynamic changes of Earth’s surface through time is found in the geologic
record.

Earth is approximately 4.6 billion years old. Earth history is based on observations of the
geologic record and the understanding that processes observed at present day are similar to
those that occurred in the past (uniformitarianism). There are different methods to determine
relative and absolute age of some rock layers in the geologic record. Within a sequence of
undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The
geologic record can help identify past environmental and climate conditions.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY

Geologists use law of superpositioning
to determine relative age of rocks.

Geologists also use cross-cutting
relationships to determine age of rocks.
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Law of superposition
Relative Ages
Absolute Age
Horizontal Rock Layers
Sedimentary Rocks
Igneous Rocks
Extrusions
Intrusions
Faults
Folding
Compression
Cross-Cutting Relations
Index Fossil
Radioactive Dating
PERFORMANCE SKILLS:
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
Interpret and evaluate geological maps to determine relative age of rock layers.
Using technology, experience the geologic record virtually to collect data and conduct
scientific investigations through 60-70 million years of geologic time. Analyze data and
document all changes (verified by the data). Discuss conclusions and findings with the entire
class.
Data Resources: http://www.ucmp.berkeley.edu/education/explorations/
INSTRUCTIONAL RESOURCES



http://pubs.usgs.gov/gip/dynamic/dynamic.html The USGS provides helpful background data
to understand the relationship between the structure of Earth, the history of Earth, and plate
tectonics.
http://pubs.usgs.gov/gip/geotime/geotime.html Another USGS site that addresses geologic
time. A discussion of relative versus absolute time is included.
http://www.dnr.state.oh.us/tabid/7105/Default.aspx this is a link to the Geology Division of
the ODNR, interactive maps and geologic maps are available at this site. There are many
other resources that help to support the teaching of geology and using surficial maps to view
the changing, dynamic surface of the Earth.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
INSTRUCTIONAL RESOURCES: (cont’d)





http://www.dnr.state.oh.us/tabid/3501/Default.aspx Project Wet offers training and resources
for K-12 teachers. Promoting deep understanding about all aspects of water and the
interconnectedness of all of Earth’s spheres (Earth Systems). Training and workshop
opportunities can be found at this link.
http://www.dlese.org/library/query.do?q=&s=0&gr=05 The Digital Library for Earth
Systems Education offers resources from a number of sources, such as National Geographic,
government agencies, and other scientific agencies. Grade 6-8 resources provided at this link.
http://professionals.collegeboard.com/profdownload/cbscs-science-standards-2009.pdf the
college board provides Earth Science recommendations for Earth Science grades 6-12
(beginning on page 21). Essential questions and scientific applications are included in this
document to encourage investigation and scientific inquiry. In addition, connections to other
topics and subjects are suggested to add relevancy and interest for the student.
Foss Kit: Earth History
Story in the Stone
TOPIC: Earth and the Universe (Grade 9)

Explain that many processes occur in patterns within the Earth’s systems.
CONTENT STATEMENT (9th - 4B)

Explain the relationships of the oceans to the lithosphere and atmosphere (e.g. transfer of
energy, ocean currents, and landforms).
CONCEPTS
VOCABULARY

Ocean currents affect local weather.

Ocean changes land features through
weathering, erosion, and deposition.
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Ocean currents affect global climate.

Global winds cause surface ocean
currents.
Lithosphere
Transfer of Energy
Ocean Currents
Landforms
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
PERFORMANCE SKILLS:
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
Describe how wind patterns affect surface current.
Explain how differences in the density of ocean water affect the flow of deep currents.
TOPIC: Study of Matter (Grade 9)

Describe the identifiable physical properties of substances (e.g., color, hardness,
conductivity, density, concentration, and ductility). Explain how changes in these properties
can occur without changing the chemical nature of the substance.
CONTENT STATEMENT (9th - 9C)

Investigate the properties of pure substances and mixtures (e.g., density, conductivity,
hardness, and properties of alloys, superconductors and semiconductors).
CONCEPTS

Chemical Changes Mixtures are
divided into two different types –
heterogeneous and homogeneous.
VOCABULARY
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

Pure substance – divided into
compounds and elements.
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Pure Substance
o Compounds
o Elements
Mixtures
o Homogeneous
o Heterogeneous
o Solutions
o Colloids
o Suspensions
Chemical Properties
Physical Properties
Physical Changes
States of Matter
Solid
Liquid
Gas
Plasma
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
PERFORMANCE SKILLS:
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Describe identifiable physical properties of a substance.
Explain how changes in these properties can occur without changing the chemical nature of a
substance.
Differentiate between physical properties and chemical properties.
Identify if a property of a substance is a physical property or a chemical property.
Diagram the breakdown of matter – list physical/chemical properties of examples.
TOPIC: Study of Matter (Grade 9)

Explain how atoms react with each other to form other substances and how molecules react
with each other or other atoms to form different substances.
CONTENT STATEMENT (9th - 8B)

Demonstrate that the pH scale (0-14) is used to measure acidity and classify substances or
solutions as acidic, basic, or neutral.
CONCEPTS
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pH scale – power of the hydrogen ion
concentration

Scale: 0-14 - the lower on the scale,
the more acidic

The higher on the scale, the more basic
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7 – neutral
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Acids have hydrogen ions
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Bases have hydroxide ions
VOCABULARY
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pH Scale
Acidic
Basic
Neutral
Hydrogen Ion
Hydroxide Ion
PERFORMANCE SKILLS:
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Identify acids/bases through the chemical formula.
Classify substances as acids or bases according to results of litmus paper testing.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
TOPIC: Study of Matter (Grade 9)

Describe that matter is made of minute particles called atoms and atoms are comprised of
even smaller components. Explain the structure and properties of atoms.
CONTENT STATEMENT (9th - 1A)

Recognize that all atoms of the same element contain the same number of protons, and
elements with the same number of protons may or may not have the same mass. Those
with different masses (different numbers of neutrons) are called isotopes.
CONCEPTS
VOCABULARY

In an atom, number of protons equals
number of electrons. Mass number
minus atomic number equals number of
neutrons.

All substances are made up of particles
that are in constant random motion.
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As temperature increases, movement of
particles increase – volume increases.
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Proton
Neutron
Electron
Nucleus
Energy Levels
Kinetic Molecular Model of Matter
Atomic Numbers = number of protons
in an atom.
Mass Numbers = number of protons
and neutrons in the nucleus.
Average Atomic Mass = average mass
of all isotopes of an element that is
found in nature.
Isotope
PERFORMANCE SKILLS:
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
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Diagram an atom containing all of the subatomic particles.
Identify atomic number and atomic mass using the periodic table.
Determine the number of protons, neutrons, and electrons in the atom of an element using the
periodic table.
TOPIC: Study of Matter (Grade 9)

Describe that matter is made of minute particles called atoms and atoms are comprised of
even smaller components. Explain the structure and properties of atoms.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONTENT STATEMENT (9th - 2A)

Illustrate that atoms with the same number of positively charged protons and negatively
charged electrons are electrically neutral.
CONCEPTS
VOCABULARY

Protons have a positive charge.



Electrons have a negative charge.

Atoms with the same number of
protons and electrons are electrically
neutral.
Protons
Electrons
PERFORMANCE SKILL:

Describe electrical charges associated with the subatomic particles.
TOPIC: Study of Matter (Grade 9)

Explain how atoms react with each other to form other substances and how molecules react
with each other or other atoms to form even different substances.
CONTENT STATEMENT (9th - 6B)

Explain that the electric force between the nucleus and the electrons hold an atom
together. Relate that on a larger scale, electric forces hold solid and liquid materials together
(e.g., salt crystals and water).
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS

Positive charges are attracted to
negative charges.

Protons – positive are attracted to
electrons – negative – keeps atom
together.

On a larger scale:
Ionic compounds – positive ions are
attracted to negative ions to form
ionic compounds.

Polar covalent compounds – molecules
have a positive charge on one end and a
negative charge on the other end

Molecules are attracted to each other to
build the compound.
VOCABULARY
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





Electrical Forces
Electro-negativity
Protons
Electrons
Ions
Ionic Compounds
Polar Covalent Molecules
PERFORMANCE SKILLS:
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

Describe how positive and negative ions are attracted to each other.
Diagram a polar-covalent molecule of water.
Diagram an atom with the positive protons in the nucleus and the negative electrons
TOPIC: Study of Matter (Grade 9)

Describe that matter is made of minute particles called atoms and atoms are comprised of
even smaller components. Explain the structure and properties of atoms.
CONTENT STATEMENT (9th - 5A)

Describe how ions are formed when an atom or a group of atoms acquire an unbalanced
charge by gaining or losing one or more electrons.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY

Atoms will either gain or lose electrons
to form positive or negative ions.

Cation – positive ion.

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


Anion – negative ion.

Metals – give up electrons to form
positive ions.

Non-metals – take in electrons to form
negative ions.
Ion
Cation
Anion
Metals
Non-Metals
PERFORMANCE SKILLS:




Diagram ions with the number of protons and electrons.
Describe how charges are formed in ions.
Identify how atom placement on the periodic table relates to type of ion produced.
Example:
Metals – positive ions
Non-metals – negative ions
TOPIC: Study of Matter (Grade 9)

Describe that matter is made of minute particles called atoms and atoms are comprised of
even smaller components. Explain the structure and properties of atoms.
CONTENT STATEMENT (9th - 4A)

Show that when elements are listed in order according to the number of protons (called the
atomic number); the repeating patterns of physical and chemical properties identify families
of elements. Recognize that the periodic table was formed as a result of the repeating pattern
of electron configurations.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS

Elements on the periodic table are listed
in order of atomic number.

Elements in the same period have the
same number of energy levels.

Elements in the same group have the
same number of electrons in the outer
energy level and have similar properties
(Physics and Chemistry).
VOCABULARY





Atomic Number
Family
Group
Period
Series
PERFORMANCE SKILLS:

Identify the group/family of an element given characteristics of the element such as chemical
activity, number of energy levels, and numbers of protons, neutrons, and electrons.
TOPIC: Study of Matter (Grade 9)

Explain how atoms react with each other to form other substances and how molecules react
with each other or other atoms to form even different substances.
CONTENT STATEMENT (9th - 7B)

Show how atoms may be bonded together by losing, gaining, or sharing electrons and that in
a chemical reaction, the number, type of atoms and total mass must be the same before and
after the reaction (e.g., writing correct chemical formulas and writing balanced chemical
equations).
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS

Atoms are bonded together by losing,
gaining, or sharing electrons.

In a chemical reaction, the total mass of the
reactants must be equal to the total mass of
the products.

The atoms of each element in a chemical
reaction are balanced using coefficients.

During a chemical reaction energy is either
released or absorbed.
VOCABULARY












Covalent Bond
Ionic Bond
Polar Covalent Bond
Chemical Bond
Law of Conservation of Matter (Mass)
Reactants
Products
Endothermic
Exothermic
Chemical Formula
Subscript
Coefficient
PERFORMANCE SKILLS:




Identify a formula of a compound given the names of the elements in the compounds.
Balance equations using coefficients.
Diagram the ionic bonding of elements showing giving/taking in of electrons.
Use dot diagrams to illustrate the sharing of electrons of covalent bonds.
TOPIC: Study of Matter (Grade 9)

Describe that matter is made of minute particles called atoms and atoms are comprised of
even smaller components. Explain the structure and properties of atoms.
CONTENT STATEMENT (9th - 3F)

Describe radioactive substances as unstable nuclei that undergo random spontaneous nuclear
decay emitting particles and/or high energy wavelike radiation.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS

Half-life is amount of time it takes for
½ of the nucleus to decay.

Radiation in the form of slow/fast
neutrons, alpha particles, beta particles,
gamma rays and x-rays are given off.
VOCABULARY








Radioactive
Half-Life
Nuclear Decay
Slow/Fast Neutrons
Alpha Particles
Beta Particles
Gamma Rays
X-Rays
PERFORMANCE SKILLS:

Students give examples and describe the use of isotopes for practical purposes.
Example: Carbon – 14 (dating)
Barium – (medicine)
Iodine – 130 (medicine)
131 (medicine)
TOPIC: Forces and Motion (Grades 8-9)

Explain the movement of objects by applying Newton’s three laws of motion.
CONTENT STATEMENT (9th - 21D)

Demonstrate that motion is a measurable quantity that depends on the observer’s frame of
reference and describe the object’s motion in terms of position, velocity, acceleration, and
time.
CONCEPTS

F.O.R. necessary ingredient to describe.

Position, velocity, acceleration, and
time are used to describe motion.
VOCABULARY







Position
Displacement
Velocity
Acceleration
Time
Frame of Reference
Vector
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
PERFORMANCE SKILLS:




The acceleration M/S/S (distance/time/time).
Calculate the velocity (M/S) (distance/time) + direction.
Graph simple vectors (re: speed and acceleration).
Determine speed through slope of a Position vs Time graph.
TOPIC: Forces and Motion (Grades 8-9)

Explain the movement of objects by applying Newton’s three laws of motion.
CONTENT STATEMENT (9th - 22D)

Demonstrate that any object does not accelerate (remains at rest or maintains a constant
speed and direction of motion) unless an unbalanced (net) force acts on it.
CONCEPTS

Net force is the combination of all forces
acting on an object.

Forces can interact with objects without
physical contact. (Forces at a distance)

F = ma

Change in direction of position when a
force is applied and/or change in velocity.

Gravitational, electrical, and magnetic forces
may occur between objects that are not
touching. The two objects exerting forces on
each other do not require a material (medium)
between them to interact. One way to think
about and explain this phenomenon is to use a
field model. In this model, two non touching,
interacting objects can be thought to apply
forces on each other because of the regions of
influence, called fields, which surround them.
When an object with an appropriate property is
placed in the field of another object, the field
can exert a force on and can cause changes in
motion of the object placed in the field.
VOCABULARY







Newtons 1st Law
Inertia
Balanced/Unbalanced Forces
Weight
Gravitational Fields
Magnetic Fields
Electrical Fields
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS



Using the field model for gravitational
forces, gravitational fields exist around
objects with mass. If a second object with
mass is placed in the field, it, as well as the
original object, experiences an attractive
gravitational force (toward each other).
Although the attraction is mutual, the effect
of the force will be greater on the less
massive object. Gravitational force
weakens rapidly with increasing distance
between the objects with mass.
Using the field model for electric forces,
electric fields exist around objects with
charge. If a second object with charge is
placed in the field, it experiences an
electric force. Electric force can attract or
repel, depending on the charges involved.
Electric force weakens rapidly with
increasing distance between the charged
objects.
Using the field model for magnetic forces,
magnetic fields exist around magnetic
objects. If a second magnetic object is
placed in the field, it experiences a
magnetic force. Magnetic forces can
attract, repel, or have no effect, depending
on the objects involved. Magnetic force
weakens rapidly with increasing distance
VOCABULARY (cont’d)
between the magnetic objects. An example
of magnetic field lines can be seen if iron
filings are sprinkled around a magnet.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS



Magnets always have two different sides,
which are called north and south poles.
Earth has magnetic properties. North poles
are so named because they are attracted to
Earth’s north pole. When magnets are
brought together so similar poles are close,
the objects repel each other. When they are
brought together so opposite poles are
close, the objects attract each other. Some
magnetic materials, like iron, can be
attracted to both north poles and south
poles.
Electricity is related to magnetism.
Magnetic fields can produce electrical
current in conductors. Electricity can
produce a magnetic field and cause iron
and steel objects to act like magnets.
A generator is a device that converts
mechanical energy into electrical energy.
Most of the electrical energy we use comes
from generators. Hand-cranked radios or
cell-phone chargers are examples of items
that include generators. Generators are also
used to produce electrical energy in power
plants. Electric motors convert electrical
energy into mechanical energy that is used
to do work. Motors are in many household
appliances, such as blenders and washing
VOCABULARY (cont’d)
machines. Electromagnets are temporary
magnets that lose their magnetism when
the electric current is turned off. Both a
motor and a generator have magnets (or
electromagnets) and a coil of wire that
creates its own magnetic field when an
electric current flows through it.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
PERFORMANCE SKILLS:




Illustrate and calculate net force.
Create a field model to represent forces at a distance.
Given a simple contact interaction between two objects, identify the objects involved and
give the direction of the force on each object.
Given a simple interaction between two objects that are not touching (i.e. a ball falling to the
ground, a magnet and a steel cabinet, your hair and a brush when you are experiencing
“static”), identify the objects involved in the interaction and give the direction of the force on
each object.
TOPIC: Forces and Motion (Grades 8-9)

Explain the movement of objects by applying Newton’s three laws of motion.
CONTENT STATEMENT (9th - 23D)

Explain the change in motion (acceleration) of an object. Demonstrate that the acceleration
is proportional to the net force acting on the object and inversely proportional to the mass of
the object. (Fnet = ma. Note that weight is the gravitational force on a mass.)
CONCEPTS
VOCABULARY

F = ma

Change in direction of position when a
force is applied and/or change in
velocity.

Every object exerts a gravitational force
on every other object with mass. The
force depends on how much mass the
objects have and on how far apart they
are. The force is hard to detect unless at
least one of the objects has a lot of
mass (e.g., the Sun, planets).




Newton’s 2nd Law
Balanced/Unbalanced Forces
Weight
Gravitational Force
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS
Gravitational force points toward the center of
such large objects. Gravitational force is also
known as weight and is often confused with
mass. Mass is the amount of matter in an
object and does not change with location.
Weight is proportional to mass, but depends
upon the gravitational field at a particular
location. For example, an object will have the
same mass when it is on the moon as it does on
Earth. However, the weight (force of gravity)
will be different at these two locations.

The sun’s gravitational pull holds Earth
and other planets in their orbits. The
planets’ gravitational pull keeps their
moons in orbit around them.

There are two types of charges which are
called positive and negative. Most objects
VOCABULARY (cont’d)
are uncharged. Two objects that are
charged in the same manner exert a
repulsive force on each other, while
oppositely charged objects exert an
attractive force on each other. Uncharged
objects can be attracted to either positive or
negative objects, although that attraction
may be difficult to observe when other
forces, like gravity, also act on the object.
Pacing Guide
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
PERFORMANCE SKILLS:





Illustrate and calculate Newton’s 2nd law.
Through the simulation titled Coulomb’s Law (link below) investigate the relationship between either
distance and force or charge and force for two charges. Record the results and present them
graphically. Make a claim about the relationship and support your claim with evidence from the
simulation. http://employees.oneonta.edu/viningwj/sims/coulombs_law_s.html
Use the field model to explain why an apple will fall toward Earth.
http://employees.oneonta.edu/viningwj/sims/coulombs_law_s.html this interactive simulation allows
students to change the amount and distance between two charges and see the resulting change in
electric force.
Foss Kit: Force and Motion, Investigation 5
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
TOPIC: Forces and Motion (Grades 8-9)

Explain the movement of objects by applying Newton’s three laws of motion.
CONTENT STATEMENT (9th - 25D)

Demonstrate the ways in which frictional forces constrain the motion of objects (e.g., a car
traveling around a curve, a block on an inclined plane, a person running, an airplane in
flight).
CONCEPTS

Friction – transformation from
mechanical energy to heat.

Friction - causes negative acceleration/
deceleration.

Kinetic friction is a force that opposes
the motion of an object when two
objects in contact interact by sliding
past one another. Drag is a force that
opposes the motion of an object when
an object moves through a fluid (e.g.,
gas or liquid). Kinetic friction and drag
act in a direction opposite to the motion
of the object. These forces cause
moving objects to slow to a stop, unless
another force is exerted in the direction
of motion. This phenomenon leads to
the misconception that objects require a
sustained force to continue moving.
If the forces are not balanced, the
object's motion will change, either by
speeding up, slowing down or changing
direction. Unbalanced forces acting on
an object change its speed or direction
of motion, or both. Such qualitative,
intuitive understandings of the
influence.

VOCABULARY




Friction
Mechanical Energy
Action/Reaction
Heat Energy
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
PERFORMANCE SKILLS:










Create a lab demonstrating negative acceleration due to friction.
Recognize the effects of magnetism on magnets (attraction and repulsion).
State that an unbalanced force acting on an object changes that object's speed and/or
direction.
State the effect of gravitational attraction on an object (e.g. free fall)
A book is at rest on a table. A force of gravity is acting on it and therefore it doesn’t float
away. Explain how the force of gravity can be acting on the book and yet the book remains at
rest and does not change its motion.
Hang a string over a pulley. Attach weights to each side of the string and let the string go.
Measure the amount of time for the weight to reach the pulley. Repeat using a different
combination of weights. Use this system to determine a conclusion about how two opposing
forces affect the change in motion of a system.
Blow through a straw to provide a force to a puck on an air hockey table. Determine what
type of force is needed to get the puck to travel so the puck is slowing down, speeding up,
and moving in a circle. Use evidence to support your conclusions. (Using a broom on a
bowling ball to trace the lines and circles on the gymnasium floor could be substituted if an
air hockey table is not available.)
Predict the combined effect of several forces on an object at rest or an object moving in a
straight line (e.g. speed up, slow down, turn left, turn right).
You push on a heavy cabinet, yet it does not move. Explain how you can apply a force, yet
there is no change in motion.
Create simple models to demonstrate the benefits of seatbelts using Newton's first law of
motion. Use the models to compare the effectiveness of shoulder and lap belts vs lap belts
alone.
INSTRUCTIONAL RESOURCES


http://phet.colorado.edu/en/simulation/gravity-force-lab this interactive simulation allows
students to visualize the gravitational force that two objects exert on each other. Students
may change the mass of and distance between the objects and observe the changes in the
gravitational force.
Foss Kit: Force and Motion
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
TOPIC: Forces and Motion (Grades 8-9)

Explain the movement of objects by applying Newton’s three laws of motion.
CONTENT STATEMENT (9th - 24D)

Demonstrate that whenever one object exerts a force on another, an equal amount of force is
exerted back on the first object.
CONCEPTS

For every action, there is an
equal/opposite reaction.
VOCABULARY




Newton’s 3rd Law
Action
Reaction
Force
PERFORMANCE SKILL:

Depict a situation of your own where action/reaction occurs.
TOPIC: Energy (Grades 8-9)

Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored).
CONTENT STATEMENT (9th – 12E)
 Explain how an object’s kinetic energy depends on its mass and its speed (KE =
½ mv2)
CONCEPTS

KE = ½ mv

Kinetic energy is energy motion
2
VOCABULARY





Algebra
Energy In Motion
Velocity
Speed
Mass
PERFORMANCE SKILL:

Calculate kinetic energy from its mass and velocity.
TOPIC: Energy (Grades 8-9)

Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored).
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONTENT STATEMENT (9th - 13E)

Demonstrate that near Earth’s surface an object’s gravitational potential energy depends
upon its weight (mg where m is the object’s mass and g is the acceleration due to gravity) and
height (h) above a reference surface (PE = mgh). Gravitational potential energy changes in a
system as the masses or relative position(s) of objects are changed. Objects can have elastic
potential energy due to their compression, or chemical potential energy due to the nature and
arrangement of the atoms that make up the object.
CONCEPTS
VOCABULARY

PE = mgh

Height above the surface.

Gravitational potential energy is
associated with the mass of an object
and its height above a reference point
(for example, above ground level or
above floor level). A change in the
height of an object is evidence that the
gravitational potential energy has
changed.
Elastic potential energy is associated
with how much an elastic object has
been stretched or compressed and how
difficult such a compression or stretch
is. A change in the amount of
compression or stretch of an elastic
object is evidence that the elastic
potential energy has changed.
Chemical potential energy is associated
with the position and arrangement of
the atoms within substances. A
rearrangement of atoms into new
positions to form new substances
(chemical reaction) is evidence that the
chemical potential energy has most
likely changed. The energy transferred
when a chemical system undergoes a
reaction often involves thermal energy.














Potential Energy
Algebra
Mass
(g) Gravitational Constant of the Planet
Gravitational potential energy
Elastic potential energy
Compression
Chemical potential energy
Atom
Energy transformation
Electrical potential energy
Magnetic potential energy
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS

Electrical potential energy is associated
with the position of electrically-charged
objects relative to each other and the
amount of charge they have. A change in
the position of charged particles relative to
each other is evidence of a change in
electrical potential energy.

Magnetic potential energy is associated
with the position of magnetic objects
relative to each other.
VOCABULARY (cont’d)
PERFORMANCE SKILLS:






Calculate the potential energy from data with respect to mass, gc, and height.
List and describe five different types of potential energy.
Use an energy bar graph to show different types of energy (gravitational potential, elastic
potential, kinetic energy) for a stretched rubber band that is launched straight up into the air.
Show bar graphs for five different positions: before launching, ¼ the way up, ½ the way up,
¾ the way up, and at the top of its path.
Investigate the relationship between the height of a metal sphere and the amount of change
that it can make to sand held in a container below. Determine how to make quantify the
changes to the sand and graphically present the results to the class. Make a claim about the
relationship between height and change and justify your relationship with experimental
evidence.
Energy is a big component of a pinball game. Design a way to give a steel marble the most
possible potential energy in a pinball machine before it is launched. With the class,
brainstorm and discuss ways that the amount of energy could be tested and compared.
Perform the test on the class designs. From the results, identify which design features provide
the marble with the most energy.
http://phet.colorado.edu/en/simulation/mass-spring-lab this site has a realistic simulation of a
mass and spring lab. Students select a mass to hang from spring and adjust the spring
stiffness and damping. The results can be observed in slow motion and the apparatus can be
transported lab to different planets. A chart can show the kinetic, potential, and thermal
energy for each spring. Foss Kit: Force and Motion
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
TOPIC: Energy (Grade 8-9)

Explain how energy may change form or be redistributed, but the total quantity of energy is
conserved.
CONTENT STATEMENT (9th - 5F)

Trace the transformations of energy within a system (e.g., chemical to electrical to
mechanical) and recognize that energy is conserved. Show that these transformations
involve the release of some thermal energy.
CONCEPTS





VOCABULARY
Law of conservation of energy – energy 
cannot be created or destroyed.


Transfer of energy- flow chart


Conduction is transfer of energy by

collision through matter.


Conduction – slows from solids to

liquids to gases.


Convection – transfer of thermal energy 
by particle movement.


Electrical
Chemical
Nuclear
Thermal
Sound
Light
Mechanical
Magnetic
Electromagnetic Energy
Solar
Conduction
Convection
Law of Energy
Work = Fx
PERFORMANCE SKILL:

Illustrate energy conversions/transformations in various real-world applications.
TOPIC: Energy (Grade 9)

Explain how energy may change form or be redistributed, but the total quantity of energy is
conserved.
CONTENT STATEMENT (9th - 14F)

Summarize how nuclear reactions convert a small amount of matter into a large amount of
energy. (Fission involves the splitting of a large nucleus into smaller nuclei; fusion is the
joining of two small nuclei into a larger nucleus at extremely high energies.)
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS

Fission – splitting of nucleus into
smaller parts.

Fusion – combining of two nuclei into
larger nuclei.

Tremendous amounts of energy are
released from both fusion and fission.
VOCABULARY





Fission
Nuclear Reactions
Fusion
Splitting
Half-Life
PERFORMANCE SKILLS:


Diagram and label Ur238 split to Th and Ba and released energy.
Describe fusion reaction of H2 + H3 = > He + IN and released energy.
TOPIC: Energy (Grade 9)

Demonstrate that waves (e.g., sound, seismic, water, and light) have energy and waves can
transfer energy when they interact with matter.
CONTENT STATEMENT (9th - 20G)

Describe how waves can superimpose on one another when propagated in the same medium.
Analyze conditions in which waves can bend around corners, reflect off surfaces, are
absorbed by materials they enter, and change direction and speed when entering a different
material.
CONCEPTS

Amplitude, frequency, velocity, wave
length, and period depend on the
density of the medium.
VOCABULARY









Properties/Parts of a Wave
Types of Waves- Transverse &
Longitudinal
Constructive Interference
Deconstructive Interference
Propagation
Reflection
Refraction
Absorption
Density
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
TOPIC: Energy (Grade 9)

Demonstrate that waves (e.g., sound, seismic, water, and light) have energy and waves can
transfer energy when they interact with matter.
CONTENT STATEMENT (9th - 19G)

Show how the properties of a wave depend on the properties of the medium through which it
travels. Recognize that electromagnetic waves can be propagated with a medium.
CONCEPTS

Amplitude, frequency, velocity, wave
length, and period depend on the
density of the medium.
VOCABULARY







Properties of Waves
Trough
Wave Length
Amplitude
Frequency
Medium
Propagation
PERFORMANCE SKILL:

Diagram the properties of a transverse wave as it travels through media of varying density.
TOPIC: Cycles and Patterns of Earth and the Moon (Grade 8-9)

This topic focuses on Earth’s hydrologic cycle, patterns that exist in atmospheric and oceanic
currents, the relationship between thermal energy and the currents, and the relative position
and movement of the Earth, sun and moon.
CONTENT STATEMENT
The relative patterns of motion and positions of the Earth, moon and sun cause solar and
lunar eclipses, tides and phases of the moon.

The moon’s orbit and its change of position relative to the Earth and sun result in different
parts of the moon being visible from Earth (phases of the moon). A solar eclipse is when
Earth moves into the shadow of the moon (during a new moon). A lunar eclipse is when the
moon moves into the shadow of Earth (during a full moon). Gravitational force between the
Earth and the moon causes daily oceanic tides. When the gravitational forces from the sun
and moon align (at new and full moons) spring tides occur. When the gravitational forces of
the sun and moon are perpendicular (at first and last quarter moons), neap tides occur.
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY

The role of gravitational forces and
tides are introduced in relation to the
position of the Earth, moon and sun.
Models and technology should be used
to demonstrate the changing positions
of the moon and Earth (as they orbit the
sun) and lunar/solar eclipses, daily
tides, neap and spring tides, and the
phases of the moon.

The emphasis should not be on naming
the phases of the moon or tides, but in
understanding why the phases of the
moon or tides are cyclical and
predictable.

Earth rotates, revolves, and wobbles in
space.

The moon’s gravity causes the rise and
fall of tides.

Earth, moon, and sun’s position in
space determines seasons, tides, day,
month, year, and eclipses.
























Rotation
Axis
Revolution
Orbit
Ellipse
Aphelion
Perihelion
Hemisphere
Equinox
Solstice
Precession
Solar – Partial/Total
Lunar – Partial/Total
Umbra
Penumbra
High/Low Tide
Spring Tide
Neap Tide
Waxing
Waning
Quarter
Crescent
New
Full
PERFORMANCE SKILLS:





Recognize the different phases of the moon.
Recognize the relationship between gravity and tidal movement.
Make a chart or graph that illustrates moon phases, Earth’s rotation, sun position, and resulting tidal
data for one month Include specific data about Spring and Neap tides. Use actual data to document
the graphic representation.
Design and conduct an experiment using 3-D modeling, drawing, or technology to represent the
factors that must exist for a full or partial solar or lunar eclipse. Use actual data to create the model.
Present (with detailed explanation) to the class.
Research the availability of tidal-generated power facilities. Outline the requirements and output.
Critique and analyze all collected data. Using tidal and current (and any other physical requirements,
such as ocean depth, geographic location)) requirements, make a determination of a recommended
location for maximum effectiveness within the United States.
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
INSTRUCTIONAL RESOURCES
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http://solarsystem.nasa.gov/docs/Sky_Time.pdf NASA provides examples, data, and
resources to assist in teaching about eclipses using models.
http://www.dnr.state.oh.us/tabid/3501/Default.aspx Project Wet offers training and resources
for K-12 teachers. Promoting deep understanding about all aspects of water and the
interconnectedness of all of Earth’s spheres (Earth Systems). Training and workshop
opportunities can be found at this link.
http://www.dlese.org/library/query.do?q=&s=0&gr=05 The Digital Library for Earth
Systems Education offers resources from a number of sources, such as National Geographic,
government agencies, and other scientific agencies. Grade 6-8 resources provided at this link.
http://professionals.collegeboard.com/profdownload/cbscs-science-standards-2009.pdf the
college board provides Earth Science recommendations for Earth Science grades 6-12
(beginning on page 21). Essential questions and scientific applications are included in this
document to encourage investigation and scientific inquiry. In addition, connections to other
topics and subjects are suggested to add relevancy and interest for the student.
Foss Kit: Planetary Science
TOPIC: Earth and the Universe (Grade 9)
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Explain how evidence from stars and other celestial objects provide information about the
processes that cause changes in the composition and scale of the physical universe.
CONTENT STATEMENT (9th - 2A)
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Describe the current scientific evidence that supports the theory of the explosive expansion
of the universe, the Big Bang, over 10 billion years ago.
CONCEPTS
VOCABULARY
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All matter and energy in the universe
was once packed into a dense, hot
sphere – gigantic explosion.
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Matter and energy were propelled
outward in all directions.
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Scientific evidence supports the theory
of explosive expansion of the universe.
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Examine the progression of scientific
thought that has resulted in the current
theory.
Big Bang Theory
Red Shift
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
PERFORMANCE SKILLS:
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Identify evidence that supports the Big Bang Theory.
Evidence supporting: deep space images of Hubble, black holes, Dopple Shift,
electromagnetic radiation and background, microwave radiation
TOPIC: Earth and the Universe (Grade 9)
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Demonstrate that waves (e.g., sound, seismic, water, and light) have energy and waves can
transfer energy when they interact with matter.
CONTENT STATEMENT (9th - 18G)
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Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as
a wave. Show that visible light is a part of the electromagnetic spectrum (e.g., radio waves,
microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays).
CONCEPTS
VOCABULARY
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Electromagnet waves depend on
electron jumps and nucleus changes.
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Electromagnet spectrum consists of full
range of frequencies and wave lengths.
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Radio Waves
Microwaves
Infrared
Visible Light
Ultraviolet
X-Rays
Gamma Rays (Cosmic Rays)
PERFORMANCE SKILL:
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Arrange the portions of the electromagnetic spectrum from least amount of energy to most
amount of energy.
TOPIC: Earth and the Universe (Grade 9)
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Explain that the universe is composed of vast amounts of matter, most of which is at
incomprehensible distances and held together by gravitational force. Describe how the
universe is studied by the use of equipment such as telescopes, probes, satellites, and
spacecraft.
CONTENT STATEMENT (8th - 5B)
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Explain that the universe consists of billions of galaxies that are classified by shape and the
distances between them are measured in light years.
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY
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Billions of galaxies in the universe
(ours is the Milky Way).
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Galaxies are classified into three
categories based on shape.
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Galaxy
Universe
Astronomers
Milky Way
Spiral
Irregular Galaxies
Elliptical Galaxies
Light year
Telescope
Satellites
PERFORMANCE SKILLS:
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Compare and contrast the different types of galaxies.
Be able to explain why astronomers use the light year unit.
Describe the tools used to study the universe.
TOPIC: Earth and the Universe (Grade 9)
 Explain how evidence from stars and other celestial objects provide information about the
processes that cause changes in the composition and scale of the physical universe.
CONTENT STATEMENT (9th - 1A)
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Describe that stars produce energy from nuclear reactions and that processes in stars have led
to the formation of all elements beyond hydrogen and helium.
Grade Eight: Honors Integrated & Physical Science
2011-2012
Science Course of Study
CONCEPTS
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Stars produce energy through nuclear
fusion reactions.
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In nuclear fusion, the nuclei of smaller
atoms combine to form larger nuclei.
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Stars differ from eachother in size,
tempature , and age.
PERFORMANCE SKILL:
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Describe the process of nuclear fusion.
VOCABULARY
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Nuclear Reactions
Nuclear Fusion
HR diagram
Life Cycle of Star