SPS8 Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.

SPS8.a Plan and carry out an investigation to analyze the motion of an object using mathematical and graphical models. (Clarification statement: Mathematical and graphical models could include distance, displacement, speed, velocity, time and acceleration.)

• I can distinguish between distance and displacement. (Knowledge)

• I can define and explain the differences between speed, velocity, and acceleration and mathematically solve for each using word problems. (Knowledge)

• I can identify and use appropriate SI units when performing calculations of speed, velocity and acceleration. (Knowledge)

• I can calculate speed/velocity from distance-time graphs. (Knowledge)

• I can calculate acceleration from a velocity-time graph. (Knowledge)

• I can analyze and interpret a distance-time graph to describe the motion of an object. (Reasoning)

• I can analyze and interpret a velocity-time graph to describe the motion of an object. (Reasoning)

• I can determine what tools are needed to gather relevant data for analysis of motion of an object. (Reasoning)

• I can analyze the relationship between the factors that control the rate of change of position. (velocity) (Reasoning)

• I can analyze the relationship between the factors that control the rate of change of velocity. (acceleration) (Reasoning)

• I can plan and carry out an investigation to analyze the motion of an object using mathematical and graphical representations. (Skill

SPS8.b Construct an explanation based on experimental evidence to support the claims presented in Newton's three laws of motion. (Clarification statement: Evidence could demonstrate relationships among force, mass, velocity, and acceleration.)

• I can determine balanced and unbalanced forces and calculate the net force of an object. (Knowledge)

• I can draw the free body diagrams of real situations. (Knowledge)

• I can state Newton’s three laws of motion and give examples and/or scenarios in which each apply. (Knowledge)

• I can explain Newton’s First Law of motion as it relates to inertia. (Knowledge)

• I can explain the relationship between force, mass, and acceleration in Newton’s 2nd Law of motion. (Knowledge)

• I can use F=ma to calculate unknown quantities. (Knowledge)

• I can identify the action and reaction of a pair of forces. (Knowledge)

• I can analyze scenarios to determine which of Newton’s laws of motion corresponds with each scenario. (Reasoning)

• I can use Newton’s 3 laws to support claims about everyday situations. (Reasoning)

• I can construct an explanation based on experimental evidence to support the claims presented in Newton’s three laws of motion. (Product)

SPS8.c Analyze and interpret data to identify the relationship between mass and gravitational force for falling objects.

• I can explain the difference between gravitational force and mass. (Knowledge)

• I can identify the appropriate SI units for mass and gravity. (Knowledge)

• I can identify gravitational acceleration as a variable independent of an object’s mass. (Knowledge)

• I can determine the weight of objects based on their mass and the force of gravity. (Knowledge)

• I can describe the effect of drag on the free fall of an object and how it results in the terminal velocity of an object. (Reasoning)

• I can analyze and interpret data to identify the relationship between mass and the gravitational force for falling objects. (Reasoning)

• I can analyze mass and gravity data to identify how weight would be affected. (Reasoning)

SPS8.d Use mathematics and computational thinking to identify the relationships between work, mechanical advantage, and simple machines.

• I can identify and give examples of simple machines. (Knowledge)

• I can describe scenarios for when a particular type of simple machine may be used. (Knowledge)

• I can define work and mechanical advantage. (Knowledge)

• I can explain how machines make doing work easier. (Knowledge)

• I can calculate the work and mechanical advantage for simple machines. (Reasoning)

• I can analyze a model of a simple machine to calculate the mechanical advantage. (Reasoning)

• I can infer which machines would be better suited for specific tasks based on their mechanical advantage. (Reasoning)

• I can use mathematical thinking to support explanations for the force-distance trade-off that occurs when a simple machine is used. (Reasoning)