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Learning Targets:
Student Rubrics for Self-AssessmentLearning Targets:
LT1 - “I can use graphs and models to describe the relationship between potential and kinetic energy.”
NGSS Standards in this Learning Target:(MS-PS3-1) Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.(MS-PS3-1) Construct and interpret graphical displays of data to identify linear and nonlinear relationships. (MS-PS3-2) Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.(MS-PS3-2) Develop a model to describe unobservable mechanisms.Links:Slides Class Labs:H: Weblab: What is the relationship between Energy and Motion?)General science: What is the relationship between energy and motion?Lab: How does the mass of a moving object affect the force of its collision with a stationary object?Lab: Exploring Craters Further Practice: Brainpop Potential Energy“How can you make an action figure jump higher?” (Only available in class)Brainpop Kinetic EnergyKhan Academy Work & EnergyLab “How do the mass and velocity of an object affect its kinetic energy? (Only available in class)
LT2 - “I can plan an investigation that shows the relationship between force, mass, and acceleration in Newton’s 2nd Law of Motion.”
NGSS Standards in this Learning Target:MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. (MS-PS2-2)Links:SlidesWeblab: Forces & Motion BasicsLab: Honors: What affects the acceleration of an object?Lab: General Science: What effect does friction have on an object?Further Practice: BRAINPOP: Newton’s LawsNEWSELA article: “Why don’t I fall out of an upside-down roller coaster?”Force & Motion Activity Packet Khan Academy: Newton’s 2nd LawHOLT science textLab: “Asteroid Field” (Only available in class)
LT3 - “I can use Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.”
NGSS Standards in this Learning Target:MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.Links:Slides Further practice: BRAINPOP: Newton’s LawsForce & Motion Activity Packet Khan Academy: Newton’s Third LawNewton’s Laws of Motion Practice CardsThe Physics Classroom Newton’s Third Law Toolkit Collision Engineering Egg Drop Engineering
LT? - “I can conduct an investigation and analyze data to provide evidence that invisible forces exist as electric and magnetic fields.”
NGSS Standards in this Learning Target:MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.Construct and interpret graphical displays of data to identify linear and nonlinear relationships. (MS-PS3-1)MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation.Links:SlidesInvisible Forces: ExploreInvisible Forces Elaborate Google Slides template: Plan an InvestigationFurther practice:Google slides template: Conduct an InvestigationBrainpop “Magnetism” & “Electromagnets”Lab: “cool it” (only available in class)Lab: Electromagnetic force (only available in class)Design challenge: Which electromagnetic design is best (only available in class)FOSS text: “Electromagnetic force” pp.19-24 Magnetism, pp. 38-46 (only available in class)
Engineering Learning Targets:
ELT1 - "I can define the criteria & constraints of a design problem"
MS-ETS1-1.Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.ELT2 - "I can evaluate competing solutions"
MS-ETS1-2.Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.Google Sites
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