San Bernardino City Unified School District Scope and Sequence Grade 8 Physical Science

Transcription

1 Year-Long Focus Investigation and Experimentation (I&E) Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will: a. Plan and conduct a scientific investigation to test a hypothesis. b. Evaluate the accuracy and reproducibility of data. c. Distinguish between variable and controlled parameters in a test. d. Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data. e. Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. f. Apply simple mathematical relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure area, volume = area height). g. Distinguish between linear and nonlinear relationships on a graph of data. Page1

2 Pacing Details Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. San Bernardino City Unified School District Quarter 1 Textbook Chapters Pgs (Introduction to Investigation & Experimentation) Resources Hangman: Brain Pop Movies: 9a 9b 9c 9d 9e 9f 9g Plan and conduct a scientific investigation to test a hypothesis. Evaluate the accuracy and reproducibility of data. Distinguish between variable and controlled parameters in a test. Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data. Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. Apply simple mathematical relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure area, volume = area height). Distinguish between linear and nonlinear relationships on a graph of data. TE (Science Safety Skill Handbook) Focus on Elements of Lab Safety and Graphing Pgs (Math Skill Handbook) Lesson Plans: plans.org/ Frameworks: /frame.html Songs: &hl=en&start=38&um=1&tbnid=uftzjany2ui7qm:&tb nh=108&tbnw=113&prev=/images%3fq%3dscience%2bgames %26start%3D20%26ndsp%3D20%26svnum%3D10%26um%3D 1%26hl%3Den%26safe%3Dactive%26sa%3DN Physics explained, some animation: Lab Ideas: home.html Flinn Labs: Page2

3 Pacing Week 4 8 8a 8b San Bernardino City Unified School District Quarter 1 Details Textbook Chapters Resources All objects experience a buoyant force when immersed in a fluid. Students know density is mass per unit volume. Students know how to calculate the density of substances (regular and irregular solids and liquids) from measurements of mass and volume. Chapter 3, Lesson 1 Pgs Chapter 3, Lesson 1 Pgs Science Notebook 25,26 Color Transparency Ch. 3 L.A Support. 17 & 18 Reading Essentials pg. 27 & 28 Fast File Ch. 3 4-in-1 lab Density in a liquid pg 17 School to Home Ch. 3 pg. 13 Lab Stimulations Understanding the Atom Ch. 3 Virtual textbook lab: Note: 8c an 8d are taught in 3 rd Trimester to emphasize buoyancy as it relates to planetary objects. Data lab: Can you calculate the density? pg. 139 Page3

4 Pacing Week San Bernardino City Unified School District Quarter 1 Details Textbook Chapters Resources 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. Chapters 4 & 5 Week 5 3a Students know the structure of the atom and know it is composed of protons, neutrons, and electrons. Chapter 4, Lessons 1, 2 Chapter 5, Lesson 1 Science Notebook Color Transparency Ch. 4 L.A Support. pg Reading Essentials pg Fast File Ch. 4 4-in-1 lab none7 School to Home Ch. 4 pg. 19 Active Folder: Matter Lab Stimulations Understanding he Atom- Ch. 4 Mini Labs: How do electrons move? Pg. 18 Mini Labs: How big are the particles in an atom? pg. 181 Song Valence Electrons Lab: Build an atom pg. 204 Simulation of build an atom Launch Lab: What s on the box? Pg. 171 United Streaming: Elements of Physics: Matter Atoms and Molecules Page4

5 Quarter 1 Pacing Week 6 3b Week 7 3c 3d Details Textbook Chapters Resources 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 structure of NaCl or long-chain polymers. Students know the states of matter (solid, liquid, gas) depend on molecular motion. Chapter 5, Lesson 1 Science Notebook pg Color Transparency Ch. 5 L.A Support pg Reading Essentials pg Fast File Ch. 4 4-in-1 Lab pg. 31, 33 School to Home Ch. 5 pg. 25 Active Folders Elements Launch Lab: What do structures made of atom look like? pg. 215 Mini Labs: How can you d=molecules? pg. 229 Data Lab: How are ironic radii and lattice energies of slat related? pg. 239 Chapter 5, Lesson 2 Chapter 6, Lessons 1 & 2 Science Notebook pg Color Transparency Ch. 5 L.A Support pg Reading Essentials pg Fast File Ch. 5, Ch. 6 4-in-1 Lab pg. 31, 33 School to Home Ch. 5 pg. 25 Active Folders Elements Performance Assessment pg. 39 Lab: Growing crystals pg. 240 Data Lab: How do solubilities differ? pg. 383; Interactive lab: gas Data Lab: How are boiling point and atmospheric pressure related? pg. 274 Brain Pop: States of Matter Page5

6 Quarter 1 Pacing Week 8 3e 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. Week 9 3f Students know how to use the periodic table to identify elements in simple compounds a 9c Details Textbook Chapters Resources Chapter 6, Lesson 1 Chapter 4, Lesson 3 Chapter 5, Lesson 1 Chapter 7, Lesson 1 Plan and conduct a scientific investigation to test a hypothesis. TE pgs. 7-41, 105, , , , Distinguish between variable and controlled parameters in a test , TE pgs. 5, 17,20-21, 63, 406 Grade 8 Physical Science Benchmark 1 END OF QUARTER 1 Launch Lab: Model for particle movement pg. 287 Mini Labs: Observing fluid motion pg. 255 Sensing evaporation pg. 268 Data Lab: How do atoms differ? pg. 203 Virtual textbook lab; molecular motion Periodic and Physical Properties-Ch. 7 Virtual Textbook Lab: Region of periodic table (1) Virtual Textbook Lab: Region of periodic table (2) Launch Lab: Which element are you? pg. 287 Mini Labs: Can you guess the element? pg. 300 Lab: Does change of state take longer for some liquids? Pg. 276 Page6

7 Pacing San Bernardino City Unified School District Quarter 2 Details Textbook Chapters Resources The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. Chapters 4,7,8 Week 10 7a Students know how to identify regions corresponding to metals, nonmetals, and inert gases Chapter 7, Lesson 1 Science Notebook pg Color Transparency Ch. 7 L.A Support pg Reading Essentials pg Fast File Ch. 7 4-in-1 Lab pg. 45, 46 School to Home Ch. 7 pg. 42 Active Folders Periodic Table Lab Stimulations Periodic Table and Physical Properties-Ch. 7 Periodic Table: Page7

8 Pacing Week b San Bernardino City Unified School District Quarter 2 Details Textbook Chapters Resources Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus. Chapter 4, Lesson 3 Chapter 7, Lesson 2 Science Notebook pg Color Transparency Ch. 7 L.A Support pg Reading Essentials pg in-1 Lab pg. 43, 44 School to Home Ch. 7 pg. 42 Active Folders Periodic Table Lab Stimulations Periodic Table and Physical Properties-Ch. 7 Data Lab: How can you show a visual explanation of half-life? pg. 312 Fast File Ch. 7 Periodic Table and Physical Properties Ch. 7 Brain Pop: Brain Pop: Atomic Model Page8

9 Quarter 2 Pacing Week 13 7c Students know substances can be classified by their properties, including their melting temperature, density, hardness, and thermal and electrical conductivity. Details Textbook Chapters Resources Chapter 7, Lesson 3 Chapter 8, Lesson 1 Science Notebook pg Color Transparency Ch. 7 L.A Support pg Reading Essentials pg Fast File Ch. 7 4-in-1 Lab pg. 43, 44 Active Folders: Periodic Table Lab Stimulations Periodic Table and Physical Properties Ch. 7 Lab: Investigations Physical changes pg. 320 Mini Labs: Which parachute will drop first? Pg. 319 Brain Pop: Isotopes a 9c Plan and conduct a scientific investigation to test a hypothesis. Distinguish between variable and controlled parameters in a test TE pgs. 29, 39-41, Lab Stimulations jlab.org/indexpages/teachers.php Virtual Textbook lab: t view0/unit1/chapter3virtual labs.html# Page9

10 Pacing San Bernardino City Unified School District Quarter 2 Details Textbook Chapters Resources Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. Week 14 5a Students know reactant atoms and molecules interact to form products with different chemical properties. Week 15 5b Students know the idea of atoms explains the conservation of matter: In chemical reactions the number of atoms stays the same no matter how they are arranged, so their total mass stays the same Chapter 8, Lesson 1 Science Notebook pg Color Transparency Ch. 8 L.A Support pg. 8 Reading Essentials pg Fast File Ch. 8 4-in-1 Lab pg. 51 Lab Stimulations Chemical Reactions-Ch. 8 Lab: Dirty Jewelry pg.366 Launch Lab: Can you see a chemical reaction? Pg. 335 Mini Labs: How can you tell a chemical change from a physical Chapter 8, Lesson 2 change? pg. 345 Science Notebook pg Reading Essentials pg School to Home Ch. 8 pg. 43 Active folder: Chemical Reactions-Ch. 8 Balancing Equations Virtual Textbook Lab Mini Labs: Can you model the burning of methane? Pg. 357 Data Lab: Where does the tablet go? Pg. 348 Matter Changing State Page10

11 Quarter 2 Pacing Details Textbook Chapters Resources Week 16 5c Students know chemical reactions usually liberate heat or absorb heat. Chapter 8, Lesson 3 Science Notebook pg Color Transparency Ch. 8 L.A Support pg. 8 Reading Essentials pg Fast File Ch. 8 School to Home Ch. 8 pg. 43 Active folder: Chemical Reactions Chemical Reactions-Ch. 8 Chemical Reaction-Ch. 8 mmon assets/science/virtual labs/grade6/e02/e02.html Data Lab: How does temperature change as chemicals react? Pg. 364 Week 17 5d Students know physical processes include freezing and boiling, in which a material changes form with no chemical reaction. Chapter 7, Lesson 3 Chapter 6, Lesson 2 Science Notebook pgs Color Transparency Ch. 8 L.A Support pg. 8 Fast File Ch. 8 School to Home Ch. 8 pg Active Folder: Chemical Reaction Reversible Changes: Songs Brain Pop: Property Changes Page11

12 Quarter 2 Pacing Details Textbook Chapters Resources Week 18 5e Students know how to determine whether a solution is acidic, basic, or neutral Chapter 9, Lesson 2 Science Notebook pgs Color Transparency Ch. 9 L.A Support Ch 9 Fast File Ch. 9 School to Home Ch. 9 pg. 50 Active Folder: Acids and Bases Acid and Bases- Ch. 9 Lab: Solubility and ph pg. 408 Launch Lab: Where s the bubble? pg. 377 Mini Labs: How can you determine ph? 406 Virtual textbook lab: acids Acid Bases a Plan and conduct a scientific investigation to test a hypothesis. TE pgs. 29, Lab Stimulations jlab.org/indexpages/teachers.php Grade 8 Physical Science Benchmark 2 END OF QUARTER 2 Page12

13 Pacing San Bernardino City Unified School District Quarter 3 The velocity of an object is the rate of change of its position. Details Textbook Chapters Resources Week 19 1a Students know position is defined in relation to some choice of a standard reference point and a set of reference directions. Week 20 1b 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. Chapter 1, Lesson 1 Science Notebook pgs. 1-4 Color Transparency Ch. 1 L.A Support Ch. 1 Reading Essentials Ch. 1 Fast File Ch. 1 4-in-1 lab Ch. 1 Pushing People Around pg. 1 School to Home Ch. 1 pg. 1 Mini labs: Negative positions pg. 49 Data Labs: How can a graph show relative position? pg. 55 Chapter 1, Lesson 2 Science Notebook pgs. 5-7 Color Transparency Ch. 1 L.A Support Ch. 1 Reading Essentials Ch. 1 Fast File Ch. 1 4-in-1 lab Ch. 1 Motion of Bowling Ball pg.1 People Around pg. 1 School to Home Ch. 1 pg. 3 Motion-Chapter 1 Mini Labs: Can you measure speed? Pg. 63 Projectile motion game: Virtual textbook lab: Page13

14 Pacing Week 21 Week c 1d 1e 1f 9e 9f San Bernardino City Unified School District Quarter 3 Details Students know how to solve problems involving distance, time, and average speed. Students know the velocity of an object must be described by specifying both the direction and the speed of the object. Students know changes in velocity may be due to changes in speed, direction, or both. Students know how to interpret graphs of position versus time and graphs of speed versus time for motion in a single direction. Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure area, volume = area height). Textbook Chapters Chapter 1, Lesson 2 Chapter 1, Lesson 2 TE pgs , 93, TE pgs. 29, 39-41, TE pgs. 24,37,62, 115, 138 Resources Science Notebook pg. 6 Color Transparency Ch. 1 L.A Support Ch. 1 Reading Essentials Ch. 1 Fast File Ch. 1 4-in-1 lab Ch. 1 Motion of Bowling Ball School to Home Ch. 1 pg. 3 Motion-Chapter 1 Science Notebook pg. 12 Color Transparency Ch. 1 L.A Support Ch. 1 Reading Essentials Ch. 1 Fast File Ch. 1 School to Home Ch. 1 pg. 7 Motion Ch. 1 Brain Pop: Acceleration Basketball Animation Science Notebook pg Chapter 1: Color Transparency; L.A Support; Reading Essentials; Fast File; School to Home(pg. 7); -Motion; Lab: Graphing motion pg. 74 Data Lab: What can you learn from a graph? pg. 73 Graphing animation: Lab: Hydrometer pg. 156 Page14

15 Pacing San Bernardino City Unified School District Details Unbalanced forces cause changes in velocity. Quarter 3 Textbook Chapters Resources Week 23 2a 2b Students know a force has both direction and magnitude. Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces. Chapter 2, Lesson 1 Science Notebook pg. 13 Color Transparency Ch. 2 L.A Support Ch. 2 Reading Essentials Ch. 2 Fast File Ch. 2 School to Home Ch. 1 pg. 7 Active Folders: Newton s First Law Forces Ch.2 Mini Lab: Can you measure the force of friction? pg. 105 Forces Week 24 2c 2d Students know when the forces on an object are balanced, the motion of the object does not change. 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. Chapter 2, Lesson 1 Chapter 2, Lesson 2 Science Notebook pg Color Transparency Ch. 2 L.A Support Ch. 2 Reading Essentials Ch. 2 Fast File Ch. 2 4-in-1 lab Ch. 2 Projectile Motion Active Folders: Newton s First Law Forces Ch.2 Data Lab: Can you add vertical forces? pg. 95 Launch Lab: Can you feel the force? Pg. 85 Video: Waterman and the egg free fall Page15

16 Pacing Week 25 2e 2f San Bernardino City Unified School District Details Quarter 3 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). Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. Textbook Chapters Chapter 2, Lesson 3 Resources Science Notebook pg Color Transparency Ch. 2 L.A Support Ch. 2 Reading Essentials Ch. 2 Fast File Ch. 2 4-in-1 lab Ch. 2 Velocity and Momentum School to Home pgs Active Folders: Newton s Third Law Performance Assessment To Ramp or Not to Ramp Forces Ch.2 Mini Lab: Does water exert a force? pg. 110 Brain Pop Newton s Law of Motion Newton s Law Video clip: Animation Shopping cart: Week 26 2g Students know the role of gravity in forming and maintaining the shapes of planets, stars, and the solar system. Chapter 2, Lesson 2 Science Notebook pgs. 18, 116 Chapter 2: Color Transparency; L.A Support; Reading Essentials; Fast File11, 12 4-in-1 lab Ch. 2 Projectile Motion Active Folders: Newton s Second Law Performance Assessment Making Straws Safe from Shaking pg. 42 Forces Ch.2 Solar System-Ch. 11,12 Virtual textbook lab Page16

17 Quarter 3 Pacing d Details Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data. Textbook Chapters TE pgs. 67, 73, 116 Resources y/newton/index.html 9e 9f Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure area, volume = area height). Distinguish between linear and nonlinear relationships on a graph of data. TE pgs.29, 39-41, TE pgs. 24, 37, 62, 115, 138 9g TE pgs. 23, 95, 274 Page17

18 Quarter 3 Pacing c 8d 9d Details Students know the buoyant force on an object in a fluid is an upward force equal to the weight of the fluid the object has displaced. Students know how to predict whether an object will float or sink. Note: This is separate from 8a and 8b in order to emphasize properties of solar and planetary phenomena prior to teaching, particularly in 4e when discussion composition of planets. Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data. Textbook Chapters Chapter 3, Lessons 1, 2, 3 TE pgs. 67, 73, 116 Resources Science Notebook pgs. 25, 26 Color Transparency Ch. 3 L.A Support pg. 17, 18 Reading Essentials pgs. 27, 28 Fast File Ch. 3 4-in-1 lab pg. 17 Density in a liquid School to home Ch. 3 pg. 13 Understanding the Atom Ch.3 Launch Lab: Can you push the beach ball underwater? Mini Lab: Can you feel buoyant force? Mini Lab: Do cod things float? pg y/newton/index.html 9e 9f Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure area, volume = area height). TE pgs.29, 39-41, TE pgs. 24, 37, 62, 115, 138 9g Distinguish between linear and nonlinear relationships on a graph of data. Grade 8 Physical Science Benchmark 3 END OF QUARTER 3 TE pgs. 23, 95, 274 Page18

19 Pacing San Bernardino City Unified School District Details Quarter 4 The structure and composition of the universe can be learned from studying stars and galaxies and their evolution. Textbook Chapters Resources Week 29 4a Students know galaxies are clusters of billions of stars and may have different shapes. Chapter 12, Lesson 3 Science Notebook pgs. 18,116 Color Transparency Ch. 12 L.A. support Ch. 12 Reading Essentials Ch. 12 Fast File Ch in-1 lab Ch. 12 Solar System-Ch. 12 Lab: A star is born pg. 536 Launch Lab: what is a life chemical? pg b 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. Chapter 12, Lessons 1, 3 Science Notebook pgs Color Transparency Ch. 12 L.A. Support Ch. 12 pg Reading Essentials Ch. 12 Fast file Ch.12 School to Home pg 72 Solar Systems-Ch. 12 Virtual textbook lab: composition spectrum: Page19

20 Quarter 4 Pacing Week 30 4c Details Students know how to use astronomical units and light years as measures of distances between the Sun, stars, and Earth. Textbook Chapters Chapter 11, Lesson 1 Chapter 12, Lessons 1,3 Resources Color Transparency Ch. 11 Reading Essentials Ch. 11 pg. 127 Fast File Ch. 11 School to home pg. 72 Solar System-Ch. 11 Lab: model the solar system pg. 494 Launch Lab: How far away are the stars and how many are there? pg. 505 Data Lab: How fast is the universe expanding? pg. 535 Seasons video 4d Students know that stars are the source of light for all bright objects in outer space and that the Moon and planets shine by reflected sunlight, not by their own light. Chapter 11, Lesson 2, 3 Science Notebook Pg. 129 Color Transparency Chapter 11 Reading Essentials Chapter 11, Pg. 127 Fast File Chapter 11 4-in-1 Lab Chapter 11, Pg. 81 School to Home Pg. 72 Virtual Textbook Lab: Moon Phases MiniLabs: How do planets move? Pg. 464 MiniLabs: How does the moon change its shape in the sky? Pg. 477 Data Lab: Can you identify elements in a star? Pg. 517 Page20

21 Quarter 4 Pacing Details Week 31 4e Students know the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids Textbook Chapters Chapter 11, Lessons 1, 3, 4 9a Plan and conduct a scientific investigation to test a hypothesis. TE pgs. 29, Resources Science Notebook Pgs Color Transparencies, Chapter 11 Reading Essentials, Chapter 11 Pg. 127 FastFile Chapter 11 4-in-1 Lab Chapter 11, Pg lub/flash/index.html MiniLabs: How do craters appear? Pg htm Data Lab: How large are the planets? Pg. 485 Brain Pop: rainpop_movies.html (Solar System) Lab Stimulations jlab.org/indexpages/teachers.php Page21

22 Quarter 4 Pacing Details Principles of chemistry underlie the functioning of biological systems. Textbook Chapters Resources Week 32 6a Students know that carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms. Week 33 6b Students know that living organisms are made of molecules consisting largely of carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur Week 34 6c Students know that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA. Chapter 10, Lesson 2 Chapter 10, Lesson 1 Chapter 10, Lesson 1, 3 Science Notebook Pgs. 18, 116 Color Transparency, Ch. 10 Language Arts Support, Ch. 10 Reading Essentials, Ch. 10 Fast File, Ch. 10 Chemistry of Living Systems, Ch. 10 MiniLabs: Making organic compounds, pg. 434 Science Notebook Pgs. 18, 116 Color Transparency, Ch. 10 Language Arts Support, Ch. 10 Reading Essentials, Ch. 10 Fast File, Ch. 10 Chemistry of Living Systems, Ch. 10 MiniLabs: Making organic compounds, pg. 434 Science Notebook, Pgs. 18, 116 Color Transparency, Ch. 10 Language Arts Support, Ch. 10 Reading Essentials, Ch. 10 Fast File, Ch. 10 Lab: Polarity and living systems, Pg. 444 MiniLabs: How much water is in celery? Pg. 425 Data Lab: Which fat is healthy for you? Pg. 443 Page22

23 Quarter 4 Pacing Week 35 9a 9b Details Plan and conduct a scientific investigation to test a hypothesis. Evaluate the accuracy and reproducibility of data. Textbook Chapters Pgs (Introduction to Investigation & Experimentation) Resources NOTE: These weeks should be reemphasizing scientific method and science processes for success in high school. 9c Distinguish between variable and controlled parameters in a test. Culminating reviews of the periodic table will be essential for the following grade level science. 9d Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data. 9e Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. 9f Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure area, volume = area height). 9g Distinguish between linear and nonlinear relationships on a graph of data END OF QUARTER 4 Page23