Hail, Hail The Damage Is Done
Impact Damage From Hail Storms
Standards Addressed
National Standards
Science
http://www.nap.edu/html/nses/html/
Unifying concepts and processes in science.
As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts
and processes:
- Systems, order, and organization
- Evidence, models, and explanation
- Constancy, change, and measurement
Science as Inquiry
As a result of activities in grades 9-12, all students should develop
- Abilities necessary to do scientific inquiry
- Understandings about scientific inquiry
Physical Science
As a result of their activities in grades 9-12, all students should develop an understanding of
- Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the
effects of forces on the motion of objects. The magnitude of the change in motion can be calculated using the
relationship F = ma, which is independent of the nature of the force. Whenever one object exerts force on another, a
force equal in magnitude and opposite in direction is exerted on the first object.
- Conservation of energy and increase in disorder
- All energy can be considered to be either kinetic energy, which is the energy of motion; potential energy, which
depends on relative position; or energy contained by a field, such as electromagnetic waves.
Science and technology
As a result of activities in grades 9-12, all students should develop
- Abilities of technological design
- Identify a problem or design an opportunity. Students should be able to identify new problems or needs and to
change and improve current technological designs.
- Propose designs and choose between alternative solutions. Students should demonstrate thoughtful planning for a
piece of Technology or technique. Students should be introduced to the roles of models and simulations in these
processes.
- Implement a proposed solution. A variety of skills can be needed in proposing a solution depending on the type of
technology that is involved. The construction of artifacts can require the skills of cutting, shaping, treating, and
joining common materials--such as wood, metal, plastics, and textiles. Solutions can also be implemented using
computer software.
- Evaluate the solution and its consequences. Students should test any solution against the needs and criteria it was
designed to meet. At this stage, new criteria not originally considered may be reviewed
- Communicate the problem, process, and solution. Students should present their results to students, teachers, and
others in a variety of ways, such as orally, in writing, and in other forms--including models, diagrams, and
demonstrations.
- Understandings about science and technology
- Scientists in different disciplines ask different questions, use different methods of investigation, and accept different
types of evidence to support their explanations. Many scientific investigations require the contributions of
individuals from different disciplines, including engineering. New disciplines of science, such as geophysics and
biochemistry often emerge at the interface of two older disciplines.
- Science often advances with the introduction of new technologies. Solving technological problems often results in
new scientific knowledge. New technologies often extend the current levels of scientific understanding and
introduce new areas of research.
- Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand
the natural world, and technological design is driven by the need to meet human needs and solve human problems.
Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human
problems, help humans adapt, and fulfill human aspirations. Technological solutions may create new problems.
Science, by its nature, answers questions that may or may not directly influence humans. Sometimes scientific
advances challenge people's beliefs and practical explanations concerning various aspects of the world.
http://standards.nctm.org/document/index.htm
Algebra
- Understand patterns, relations, and functions
- analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global
behavior;
- interpret representations of functions of two variables
- Represent and analyze mathematical situations and structures using algebraic symbols
- use symbolic algebra to represent and explain mathematical relationships;
- Use mathematical models to represent and understand quantitative relationships
- draw reasonable conclusions about a situation being modeled.
- Analyze change in various contexts
- approximate and interpret rates of change from graphical and numerical data.
Measurement Standard
- Understand measurable attributes of objects and the units, systems, and processes of measurement
- make decisions about units and scales that are appropriate for problem situations involving measurement.
Data Analysis and Probability Standard
- Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
- understand the differences among various kinds of studies and which types of inferences can legitimately be drawn
from each;
- Select and use appropriate statistical methods to analyze data
- identify trends in bivariate data and find functions that model the data or transform the data so that they can be
modeled.
Problem Solving
- Build new mathematical knowledge through problem solving
- Solve problems that arise in mathematics and in other contexts
- Apply and adapt a variety of appropriate strategies to solve problems
- Monitor and reflect on the process of mathematical problem solving
Communication
- Organize and consolidate their mathematical thinking through communication
- Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
- Analyze and evaluate the mathematical thinking and strategies of others;
- Use the language of mathematics to express mathematical ideas precisely.
Connections
- Recognize and use connections among mathematical ideas
- Understand how mathematical ideas interconnect and build on one another to produce a coherent whole
- Recognize and apply mathematics in contexts outside of mathematics
Representation
- Create and use representations to organize, record, and communicate mathematical ideas
- Select, apply, and translate among mathematical representations to solve problems
- Use representations to model and interpret physical, social, and mathematical phenomena
Technology
http://cnets.iste.org/
Basic operations and concepts
- Students demonstrate a sound understanding of the nature and operation of technology systems.
- Students are proficient in the use of technology.
Social, ethical, and human issues
- Students practice responsible use of technology systems, information, and software.
Technology productivity tools
- Students use technology tools to enhance learning, increase productivity, and promote creativity.
- Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and
produce other creative works.
Technology research tools
- Students use technology to locate, evaluate, and collect information from a variety of sources.
- Students use technology tools to process data and report results.
Technology problem-solving and decision-making tools
- Students use technology resources for solving problems and making informed decisions.
- Students employ technology in the development of strategies for solving problems in the real world.
Massachusetts State Standards
http://www.doe.mass.edu/frameworks/scitech01/0501final.pdf
Physical Sciences (Physics and Chemistry)
- Motion and Forces--Broad Concept: Newton's laws of motion and gravitation describe and predict the motion of
most objects.
1.1 Distinguish between vector quantities (velocity, acceleration, and force) and scalar quantities (speed and mass).
1.2 Illustrate how to represent vectors graphically and be able to add them graphically.
1.3 Distinguish between, and solve problems involving, velocity, speed, and constant acceleration.
1.4 Create and interpret graphs of motion (position vs. time, speed vs. time, velocity vs. time, constant acceleration vs. time).
1.5 Explain the relationship between mass and inertia.
1.6 Interpret and apply Newton's first law of motion.
1.7 Interpret and apply Newton's second law of motion to show how an object's motion will change only when a net force is applied.
1.8 Use a free body force diagram with only co-linear forces to show forces acting on an object, and determine the net force on it.
1.12 Identify appropriate standard international units of measurement for force, mass, distance, speed, acceleration, and time, and
explain how they are measured.
2. Conservation of Energy and Momentum--Broad Concept: The laws of conservation of energy and momentum provide
alternate approaches to predict and describe the movement of objects.
2.1 Interpret and provide examples that illustrate the law of conservation of energy.
2.2 Provide examples of how energy can be transformed from kinetic to potential and vice versa.
2.6 Identify appropriate standard international units of measurement for energy, work, power, and momentum.
http://www.doe.mass.edu/frameworks/math00/final.pdf
Measurement
- Explore the scientific use of different systems of measurement, e.g., centimeter-gram-second (CGS), Scientific International
(SI).
Data Analysis, Statistics, and Probability
- Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
- Students engage in problem solving, communicating, reasoning, connecting, and representing as they:
12.D.2 Select an appropriate graphical representation for a set of data and use appropriate statistics (e.g., quartile or percentile
distribution) to communicate information about the data.
12.D.7 Compare the results of simulations (e.g., random number tables, random functions, and area models) with predicted probabilities.
Patterns, Relations, and Algebra
- Prove theorems using mathematical induction.
- Investigate parametrically defined curves and recursively defined functions, including applications to dynamic systems.
AI.P.11 Solve everyday problems that can be modeled using linear, reciprocal, quadratic, or exponential functions. Apply
appropriate tabular, graphical, or symbolic methods to the solution. Include compound interest, and direct and inverse variation
problems. Use technology when appropriate. (10.P.7)
Data Analysis, Statistics, and Probability
- Use technology to perform linear, quadratic, and exponential regression on a set of data.
AI.D.2 Approximate a line of best fit (trend line) given a set of data (e.g., scatterplot). Use technology when appropriate. (10.D.2)
http://www.doe.mass.edu/edtech/01docs/itstand01.pdf
Standard 1. Demonstrate proficiency in the use of computers and applications as well as an understanding of concepts underlying
hardware, software, and connectivity.
1.35 Demonstrate file management skills (e.g., install new software, compress and expand files as needed, download files as
appropriate).
1.36 Run multiple applications simultaneously, alternating among them.
1.39 Save (also retrieve, load, and import) a word-processed document in different file formats (e.g., RTF, HTML).
1.48 Import/export data between spreadsheet and other applications.
1.49 Customize formatting of charts or graphs created in spreadsheet.
1.51 In a spreadsheet application, use various number formats (e.g., scientific notation, percentages, exponents) as appropriate.
1.60 Select the appropriate technology tool for a task.
Standard 2. Demonstrate responsible use of technology and an understanding of ethics and safety issues in using electronic
media.
2.17 Demonstrate a clear understanding of the school's Acceptable Use Policy.
2.20 Cite electronic sources correctly
Standard 3. Demonstrate ability to use technology for research, problem-solving, and communication. Students locate, evaluate,
collect, and process information from a variety of electronic sources. Students use telecommunications and other media to interact
or collaborate with peers, experts, and other audiences.
3.12 In conducting research use all appropriate electronic sources (e.g., Web sites, online periodical databases, online catalogs).
3.13 Integrate (with correct citations) electronic research results into a research project.
3.14 Routinely evaluate Web sites for authenticity when using them.
3.16 Collect, organize, analyze, and graphically present data using the most appropriate tools (e.g., spreadsheet, database, graphing,
and concept mapping tools).
3.19 Demonstrate how specialized technology tools can be used for problem solving, decision-making, and creativity (e.g.,
simulation software, environmental probes, computer-aided design, geographic information systems, dynamic geometric software,
graphing calculators, art and music composition software).
- Every kid counts.
- All students can learn.
- Students learn in different ways, at different rates.
- Learning should reflect the best research.
All expectations of student performance are based upon the premise that students learn in different ways and at different rates.
- Each student will acquire the skills and knowledge described in the Massachusetts Curriculum Frameworks.
- Each student will demonstrate responsible and respectful behavior in all facets of the school community.
- Each student will develop the skills and knowledge necessary for transition into independent living.
Last updated 18 July 2002