Forces and Motion Learning Targets

​

FM.1  I can use Newton’s 1st Law to explain phenomena.

• Objects in motion remain in motion, objects at rest remain at rest unless acted upon by an unbalanced force.

• Inertia: Objects resist movement. More mass=more inertia

• An object’s motion only changes if the sum of all forces (net force) does not equal zero.

• Balanced forces result in no change in motion (an object stays still or moves at a constant speed in the same direction).

• Unbalanced forces cause an object to speed, slow, or change direction.

• An object's motion can only be observed and measured relative to a chosen frame of reference.

 

FM.2  I can use Newton’s 2nd Law to explain phenomena.

• Newton’s 2nd law: force equals mass times acceleration (F = ma)

• More force = more acceleration  (with constant mass)

• More mass = less acceleration (with constant force)

• Acceleration describes an object's motion - Is it speeding up? Slowing down? Or changing direction? 

• Changing the motion of a heavier object requires a larger force than changing the motion of a lighter object.

• A larger unbalanced force causes a greater change in an object's motion (speeding up, slowing down, or changing direction).

 

FM.3  I can use Newton’s 3rd Law to explain phenomena.

• For every action there is an equal and opposite reaction.

• Forces always occur in pairs acting between two objects.

• When 2 objects interact, they push or pull on each other with equal strength.

• The forces in a pair always act in completely opposite directions.

• Interacting objects experience the exact same amount of force, regardless of their differences in size, mass, or speed.

 

FM4 I can explain that gravity is an attractive force and depends on the masses of the interacting objects.

• Gravitational forces are always attractive (pull objects together) 

• There is a gravitational pull between any two masses in the universe, no matter how small they are.

• The strength of gravity is very small unless one object has a massive scale (like a planet or a star).

• An increase in the mass of either interacting object results in a proportionally stronger gravitational force between them.

• Increasing the physical distance between two interacting masses causes the gravitational force between them to get weaker. 

 

FM5 I can determine the factors that determine the strength of electric and magnetic forces.

• Non-contact forces (gravity, electric, and magnetic forces) can push or pull an object without physical contact. 

• Invisible areas, called fields, exist in the space surrounding objects that exert non-contact forces. 

• Electric and magnetic forces can be both attractive (pulling together) and repulsive (pushing apart), while gravity fields only attract.

• Opposite charges or magnetic poles attract. Like charges or poles repel.

• We can map a field’s shape, strength, and direction by observing how it pushes or pulls on a test object. 

• The strength of electric and magnetic forces is determined by the distance between the interacting objects; closer objects experience significantly stronger forces. 

• The strength of an electromagnet can be increased by adding more loops of wire, increasing the electric current, or adding a magnetic core.

 

 

Science and Engineering Practices Performance Summative Targets

​

SEP1 I can generate a testable question.

• How does the ______ of _______ affect the _______ of ________?

• Independent Variable should be the 1st _________ of ___________

• Dependent Variable should be the 2nd _________ of ___________

• Sentence starts with a capital letter

• Sentence ends with a ? (question mark)

 

SEP3   I can identify the independent, dependent, and constant variables in an experiment.

• There may only be one independent variable in each experiment.  

• The independent variable is the one thing that is different between the trials.  Think…”We did everything the same in each trial except…..”.

• If there is more than 1 independent variable, it is NOT a fair test and will not produce valid data.

• Independent Variables are often written - “amount of” or “type of”

• The dependent variable is what we measure to see if our prediction was correct.

• Dependent variables are written “____ of _______” or “measurement of object”.  For example, “density of can” or “temperature of water”

• Everything else besides the IV must be kept constant in every trial.

• Constants are written in the ____ of ______ format.

• The dependent variable is what we measure to see if our prediction was correct. Think, “At the end of the experiment, what did we measure? How do we know if it worked?”

• Dependent variables are written “____ of _______” or “measurement of object”.  For example, “density of can” or “temperature of water”

 

SEP5 I can use tables, graphs, spreadsheets, etc. to display data. 

• The IV goes on the x axis 

• The DV goes on the y axis, the vertical axis.

• Always label the x and y axis with the variable and the UNITS in parenthesis. 

• Always title a graph.  One simple way to do this is to use the format “Dependent variable vs. Independent Variable”.   

• When there is more than one set of data, include a key

• Make sure the graph has consistent intervals that allow the line or data to fill the entire graph.

 

SEP2 I can create diagrams (models) to explain phenomena.

• Diagrams must include 

  • Title

  • Picture(s)

  • Labels

  • Caption

• All of the elements of the diagram must serve the purpose you are trying to communicate.

 

SEP6  I can design solutions to problems within design constraints. 

• Constraints are rules that must be followed (ie time, materials)

• Engineers collect data and make changes to their designs based on that data.

• Engineers base their designs on scientific criteria

• Engineers gather input and feedback from others to revise their designs

 

SEP6 I can write an effective claim (Relationship Statement).

• Must be formatted, As _____________ increases, ____________ increases or decreases.

• Must include the correct variables from the experiment

• Sentence starts with a capital letter

• Sentence ends with a period

• Comma after transition

 

SEP7  I can support my claims using text as evidence.

• Transition including the title of the text needed at beginning of citation

• Title is in italics if typed and is underlined if handwritten

• Comma after transition

• The chosen sentences from the text should be in quotation marks

• Words/phrases cited should come directly from the text (not students ideas or about the lab)

• Cited text should  help to prove the science concepts behind the claim (correct law was chosen)

• Sentence starts with a capital letter

• Sentence ends with a period

 

SEP7  I can support my claims using qualitative lab evidence.

• Provides qualitative data (data using your senses)

• Makes careful observations during labs and experiments

• Uses what you did, what you saw and what you heard in a lab to help prove a claim is true.

• Compares observations before and after changing the input or independent variable of the model

• WTBT: When….the…..But, when……..the…..

 

SEP7  I can support my claims using quantitative lab evidence (data comparison statements).

• Provides quantitative data (data using numbers)

• Compare 2 data points

• Use specific #’s

• Include Units

• Include the scientific vocabulary for variables (not “it”)

• Transition included to name the data table or graph

• Comma after transition

• Sentence starts with a capital letter

• Sentence ends with a period

 

SEP4 I can notice the basic elements of a graph and data table.  (IDUXYS)

• Graphs are mathematical models.

• Basic Elements of a Graph: IDUXYS

  • Independent Variable, Dependent Variable, Units, X Axis, Y Axis, Scale