Grade 8 Science Instructional Component 1, Content Standard Group 1

Students differentiate the position of an object by assigning a negative or positive sign to the displacement of the object relevant to the reference point

#2011, Voyage of the Ventana 1

 A marine research institution uses a remotely operated vehicle to explore the inhospitable environment of the deep sea.

#3002, Tornado Chase

Tornado-chasing meteorologists do research in the path of the storm’s edge as they strive to better understand tornadoes  for more accurate, faster forecasting.

See Chasing TornadoesTornado Chase Movie Guide, activity #7.

Content Standard Groups

Students measure the total distance of an object’s motion relevant to a reference point as well as the time it took for the object to travel that distance (1b)

Students calculate the average speed of the object’s motion by using the algebraic expression: v=d/t (1b)

• Students solve speed problems using the algebraic expression: d=rt ; given any two of these quantities (variables), students can calculate the third quantity (variable) using: d=rt, t=d/r, r=d/t  (1c)

#1001, Solar Powered Cars

Using the energy it takes to run a hair dryer, this solar-powered car travels 200 miles at speeds of 50 to 65 mph.

#1004, Maglev Trains

Gliding on a wave of electromagnetic force, a MagLev (magnetic levitation) train could travel at 300 miles per hour or faster. Designer-engineers Gordon Danby and James Powell describe the mechanics and future benefits of such superconductor trains.

#1008, Roller Coasters

Designing safe roller coasters requires an understanding of forces.

Prompt (for any of the above movies): What variables would be used to describe the motion of this vehicle?

ee also: Solar Powered Cars Movie Guide, Activities #10 and #11; Maglev Trains Movie Guide, Activities #1 and #3.

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Grade 8 Science Instructional Component 1, Content Standard Group 3

Content Standard Groups

Students describe the velocity of an object’s motion by specifying speed and direction (vector) (1d)

Students describe a change in velocity as a change in speed, direction or both (1e)

#1008, Roller Coasters

Designing safe roller coasters requires an understanding of forces.

• Students describe acceleration as the rate at which [an object’s] velocity changes with time (1e)

#1001, Solar Powered Cars

Using the energy it takes to run a hair dryer, this solar-powered car travels 200 miles at speeds of 50 to 65 mph.

#1004, Maglev Trains

Gliding on a wave of electromagnetic force, a MagLev (magnetic levitation) train could travel at 300 miles per hour or faster. Designer-engineers Gordon Danby and James Powell describe the mechanics and future benefits of such superconductor trains.

#1008, Roller Coasters

Designing safe roller coasters requires an understanding of forces.

Content Standard Groups

1f

Students create and interpret graphs of distance vs. time in order to examine the velocity of an object

Students determine whether an object is speeding up, slowing down, moving towards or away from the point or origin by analyzing the slope of the line in a distance vs. time graph.

Students create and interpret graphs of speed vs. time in order to examine the changes in velocity (acceleration) of an object’s motion.

#1001, Solar Powered Cars

Using the energy it takes to run a hair dryer, this solar-powered car travels 200 miles at speeds of 50 to 65 mph.

#1004, Maglev Trains

Gliding on a wave of electromagnetic force, a MagLev (magnetic levitation) train could travel at 300 miles per hour or faster. Designer-engineers Gordon Danby and James Powell describe the mechanics and future benefits of such superconductor trains.

#1008, Roller Coasters

Designing safe roller coasters requires an understanding of forces.

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Grade 8 Science Instructional Component 1, Content Standard Group 7

Content Standard Groups

2c, 2e

Students deduce that the velocity of an object (speed and direction) will remain unchanged if the net force from all forces acting on an object is equal to zero (2c)

Students predict how an object’s velocity will change if the net force from all forces acting on the object is not equal to zero (2e)

#1003, Flights of Imagination

Aeronautical Iinventor Paul MacCready describes how he built a human-powered airplane.

#1004, Maglev Trains

Gliding on a wave of electromagnetic force, a MagLev (magnetic levitation) train could travel at 300 miles per hour or faster. Designer-engineers Gordon Danby and James Powell describe the mechanics and future benefits of such superconductor trains.

#1008, Roller Coasters

Designing safe roller coasters requires an understanding of forces.

#1011, Windsails

Windsail designer Trevor Baylis develops the shape of a sail on his computer, builds it in his shop, and tests it out on the waves.

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Grade 8 Science Instructional Component 1 Content Standard Group 10

Content Standard Groups

8c, 8d

#2014, Voyage of the Ventana Chapter 4

A marine research institution uses a remotely operated vehicle to explore the inhospitable environment of the deep sea.

Content Standard Groups

2g, 4e, 4c

#3001, Searching for Water on Mars

If we can find water on Mars, then astronauts won't have to take it with them.  But how do you find the water before you send a manned mission?

Content Standard Groups

4d, 4b, 4a

Students explain how nuclear fusion produces light from stars

#3004, Space Weather

With solar flares 200,000 miles across releasing the equivalent of all the energy ever produced on the Earth at one time, space weather forecasters will become an important feature on the future news.

Students describe distances between stars in light years; how far light travels in one year, approximately 6 trillion miles

#3005, Eyes on the Universe Chapter 1

Astronomers think of telescopes as "bigger eyes" that allow them to look, not only deep into space, but back into time.