Alaska Science Performance Standard L3/A16

Alaska Science
Key Element A16

A student who meets the content standard should understand basic concepts about the Theory of Relativity, which changed the view of the universe by uniting matter and energy and by linking time with space (Relativity).

Performance Standard Level 3, Ages 11–14

Students describe how objects in one moving reference frame are perceived in reference to another moving reference frame. (classical relativity)

Expanded Sample Assessment Idea

Expanded Sample Assessment Idea

Students examine relative motion and frames of reference.

Procedure Students will: Imagine traveling on one snowmobile and your friend is on another; both vehicles are traveling at the same speed. (OR two boats on the river or ocean if this is more appropriate for the location and time of year.) Describe how your friend appears to be traveling if his/her snowmobile is travelling in the opposite direction you; in the same direction alongside you; at an angle coming towards you. Explain your answers using words and drawings. Reflection and Revision What evidence do you have in each of the above cases that the snowmobiles really are travelling at the same speed? Explain. Would your answer to the last question be different if you were travelling in a “white out” condition (but could still just see the other snowmobile)? Why or why not?	Levels of Performance
	Stage 4	Student work is complete, correct and shows evidence of logical reasoning, extension and transfer of knowledge to new situations. The work includes drawings, explanations and the evidence used to support the conclusions made about the relative motion of the second vehicle under all three conditions and under “white out” environmental conditions.
	Stage 3	Student work shows evidence of logical reasoning, as well as some transfer of knowledge to new situations but may contain minor errors or omissions. The work includes drawings, explanations and the evidence used to support the conclusions made about the relative motion of the second vehicle under most conditions.
	Stage 2	Student work may show evidence of skilled artisanship, but may be incomplete or show evidence of errors and misconceptions about relative motion and frames of reference. Drawings and explanations may lack evidence and may incorrectly describe the motion of the second vehicle.
	Stage 1	Student work is mostly incomplete and shows evidence of major misconceptions regarding relative motion and frames of reference.

Standards Cross-References
( Alaska Department of Education & Early Development Standards)

National Science Education Standards

Benchmarks

Many predictions from Einstein’s Theory of Relativity have been confirmed on both atomic and astronomical scales. Still, the search continues for an even more powerful theory of the architecture of the universe. (Page 245)

Models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly, or that are too vast to be changed deliberately, or that are potentially dangerous. (Page 269)

Different models can be used to represent the same thing. What kind of a model to use and how complex it should be depends on its purpose. The usefulness of a model may be limited if it is too simple or if it is needlessly complicated. Choosing a useful model is one of the instances in which intuition and creativity come into play in science, mathematics, and engineering. (Page 269)

Table of Contents | Return to Alaska Native Knowledge Network