Bring Science Alive! Physical Science Review Guide

Review Guide

Physical Science Review Guide Forces and Energy | Matter | Waves

Physical Science

Get students moving, thinking, and asking big questions. Take a look at how TCI’s resources inspire and engage students as they make relevant connections between content and their everyday lives with phenomena-based storylines and rich case studies.

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Bring Science Alive! Physical Science Program Components.............................................................3 Unwrapping a TCI Unit...........................................................4 Program Contents...................................................................5 Unwrapping a TCI Unit

A Phenomena-Rich Program..........................................10

Three-Dimensional Learning..........................................12

Thinking Like an Engineer..............................................14

Checking Student Progress............................................16

Anchoring Phenomenon

Lesson Guide.................................................................18

Interactive Student Notebook........................................20

Handouts.......................................................................22 Three-Dimensional Lesson Investigations

Lesson Planning.............................................................24

Lesson Guide.................................................................26

Student Text..................................................................44

Interactive Student Notebook........................................54

Handouts.......................................................................66 Sample NGSS-Designed Assessment..................................68 Engineering Challenge

Lesson Guide.................................................................75

Interactive Student Notebook........................................80 Handouts.......................................................................85 Performance Assessment

Lesson Guide.................................................................87

Interactive Student Notebook........................................90 Correlations........................................................................102 Unit Progressions...............................................................106 Kit Materials.......................................................................129 Credits ..............................................................................131

Get students moving, thinking, and asking big questions. Take a look at how TCI’s resources inspire and engage students as they make relevant connections between content and their everyday lives with phenomena-based storylines and rich case studies.

Program Components Reference Text

Interactive Student Notebook

Reference Texts provide background and additional context for students as they complete investigations.

During investigations, students record observations, graph data, construct arguments, and more in their Interactive Student Notebooks.

Bring Learning Alive!

Social Studies Alive!

Social Studies Alive!

History Alive!

History Alive!

Geography Alive!

Geography Alive!

Bring Science Alive!

In the Interactive Student Notebook, you will • think about what you already know • take notes from your reading • record discoveries from each investigation • show what you have learned

Your Science Investigation Journal

Matter

Interactive Student Notebook Your Science Investigation Journal

At the end of the school year, you’ll be able to look back at the pages of your notebook to see all the science you have explored!

At the end of the school year, you’ll be able to look back at the pages of your notebook to see all the science you have explored!

Government Alive!

Matter Forces and Energy

Interactive Student Notebook

Econ Alive!

Bring Science Alive!

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Matter

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Forces and Energy

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In the Interactive Student Notebook, you will • think about what you already know • take notes from your reading • record discoveries from each investigation • show what you have learned

Matter

Econ Alive!

Forces and Energy

Government Alive!

Matter

TCI offers programs for elementary, middle, and high school classrooms.

Interactive Student Notebook

Forces and Energy

Interactive Student Notebook

Forces and Energy Bring Learning Alive!

TCI offers programs for elementary, middle, and high school classrooms.

Waves

TCI offers programs for elementary, middle, and high school classrooms.

100% NGSS

100% NGSS

Social Studies Alive!

In the Interactive Student Notebook, you will • think about what you already know • take notes from your reading • record discoveries from each investigation 100% • show what you have learned

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NGSS

Interactive Student Notebook

Waves www.teachtci.com 800-497-6138

Bring Learning Alive!

Waves

Interactive Student Notebook 100% NGSS Your Science Investigation Journal

At the end of the school year, you’ll be able to look back at the pages of your notebook to see all the science you have explored!

History Alive!

Geography Alive!

Waves

Government Alive!

Econ Alive!

Bring Science Alive!

Waves

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100% NGSS

100% NGSS

Materials Kits Ready-to-use Materials Kits are prepped and organized for you to seamlessly integrate into each lesson.

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Online Resources Simulations, lesson presentations, customizable 3-Dimensional assessments, and more are at your fingertips.

Physical Science Lesson Guide Sample 3

Unwrapping a TCI Unit

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Bring Science Alive! Physical Science Forces and Energy Unit 1 - Forces Anchoring Phenomenon: A go-cart covers a certain distance in a given amount of time as it moves around a track.

Storyline: Modern go-carts are equipped with safety features to prevent injuries. In developing those safety features, engineers must think about collision forces and their effects. Students learn about forces, mass, speed, velocity, and acceleration to understand the best ways to keep riders safe.

1 Describing Motion

Phenomenon: Sitting in a train alongside other trains, you might look out the window and be unsure about which train is in motion.

2 Forces in Interactions

Phenomenon: It takes an enormous amount of fuel to launch a rocket.

3 Effects of Forces

Phenomenon: If an astronaut throws a wrench in outer space with no other forces acting on it, the wrench will continue moving forever.

Engineering Challenge: Designing Safe Go-Carts Description: Design, build, test, and modify a model go-cart that can withstand collisions. The designs must prove to be safe for riders. Consider the forces involved in the collisions and use Newton’s Laws to inform the designs.

Performance Assessment: Evaluating Modern Go-Carts Anchoring Phenomenon: A go-cart covers a certain distance in a given amount of time as it moves around a track.

Storyline: As the newest engineer for GoGo Go-Carts, analyze the current go-carts for their safety and fun factors.

Unit 2 - Noncontact Forces Anchoring Phenomenon: Drones are able to overcome gravity.

Storyline: To get off the ground, a drone must defy gravity. Drones typically have four propellers, and they operate via electromagnetism. Students learn about gravitational forces, electric forces, magnetic forces, and electromagnetism to understand how drones work.

4 Gravity

Phenomenon: When a piece of paper is placed on top of a book, and both objects are dropped together, they fall straight to the ground; the paper does not flutter.

5 Electricity

Phenomenon: Sometimes, you experience a shock or even see a spark as you reach for a doorknob.

6 Magnetism and Electromagnetism

Phenomenon: Headphones and speakers use wires and magnets to deliver sound to your ears.

Performance Assessment: Investigating a Drone Motor Design Anchoring Phenomenon: Drones are able to overcome gravity.

Storyline: Apply what you’ve learned about electromagnetism. Analyze a drone’s motor and explain how it works, then explain how gravity and mass affect the drone’s flight.

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Unit 3 - Kinetic and Potential Energy Anchoring Phenomenon: One small action in a Rube Goldberg machine causes a chain reaction of effects.

Storyline: A “Rube Goldberg machine” is any complex machine that involves a chain reaction of mechanisms. Learn the different types of energy, as well the ways energy can transfer and transform, to understand how a Rube Goldberg machine works.

7 Forms of Energy

Phenomenon: A pendulum boat ride cannot swing forever under the force of gravity.

8 Measuring Kinetic Energy

Phenomenon: A wrecking ball causes more damage when it’s bigger or swung from further away.

9 Potential Energy in Systems

Phenomenon: A firework transforms from a small cardboard covered object to a large explosion of fire in the sky.

Engineering Challenge: Designing Musical Instruments Description: Design musical instruments based on principles of energy conservation, transfer, and transformation.

Define the criteria and constraints, and create a rubric to use as a systematic way of evaluating designs.

Performance Assessment: Analyzing a Chain Reaction Machine Anchoring Phenomenon: One small action in a Rube Goldberg machine causes a chain reaction of effects.

Storyline: Analyze parts of a Rube Goldberg machine in a video to understand the transfers and transformations of energy involved in chain reactions.

Unit 4 - Thermal Energy Anchoring Phenomenon: Jackrabbits’ ears help them survive in the extreme heat of the desert.

Storyline: Take on the role of a designer for a company that makes camping gear. Using your understanding of thermal energy, heat transfer, and physical properties, determine the best materials for a thermos to be used in the desert. Build and test models of your designs.

10 Thermal Energy and Heat

Phenomenon: A heater in a classroom provides heat, but the temperature in the room stays the same.

11 Thermal Properties of Matter

Phenomenon: Deserts are hot during the day, with average daytime temperatures of 38°C, but they can be as cold as -4°C at night.

Performance Assessment: Designing, Constructing, and Testing a Thermos Anchoring Phenomenon: Jackrabbits’ ears help them survive in the extreme heat of the desert.

Storyline: As a designer for a thermos company that makes desert camping supplies, put together what you’ve learned in this unit to design, construct, and test a thermos that can be used in a desert.

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Matter Unit 1 - The Composition of Matter Anchoring Phenomenon: To create stage makeup, chemists must account for the properties of the substances they will use.

Storyline: Analyze the properties of three different materials to identify the best material for a makeup pen to be used to transform actors into aliens. Then, write a pitch promoting the material you chose by describing its solubility, density, and suitability to use as alien makeup. Additionally, research the chemical formula and structure of a substance that makes up your material.

1 Atoms and Elements

Phenomenon: Balloons have more mass when filled with air, despite air being invisible to the eye.

2 Molecules and Extended Structures

Phenomenon: The millions and millions of types of materials in the world are composed of some combination of only 92 different types of atoms.

3 Substances and Their Properties

Phenomenon: Some liquids do not mix with other liquids, so they form distinct layers when poured in a bottle.

Performance Assessment: Determining the Best Material for a Makeup Pen Base Anchoring Phenomenon: To create stage makeup, chemists must account for the properties of the substances they will use.

Storyline: Analyze the properties of three materials. Determine which material would work best as the base for a makeup pen. Present your results in the form of a sales pitch.

Unit 2 - States of Matter Anchoring Phenomenon: Ice eventually turns into water when it is left out, and water boils and seems to disappear when it is heated.

Storyline: The particle motion of atoms and molecules results in the three common states of matter that can be observed—solid, liquid, and gas. Write a letter to an alien visiting Earth that explains how a molecule of water on Earth changes state and compares with state changes on the alien’s planet.

4 The Motion of Particles

Phenomenon: Drops of food coloring dissolve into water at very different rates depending on the temperature of the water.

5 Heat, Temperature, and State Changes

Phenomenon: In a warm room, water droplets form on a can of cold liquid.

Performance Assessment: Writing to your Alien Pen Pal Anchoring Phenomenon: Ice eventually turns into water when it is left out, and water boils and seems to disappear when it is heated.

Storyline: Share your understanding of states of matter by writing back to your alien pen pal explaining the natural phenomena of states of matter.

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Unit 3 - Chemical Reactions Anchoring Phenomenon: Survival kits often include portable gear, such as hot packs and butane torches, that can be activated at a moment’s notice.

Storyline: The newest season of “The Next Top Survivalist” is looking for contestants, and you’ve been asked to audition! To prepare, you will explore how chemical reactions can help people survive when caught unaware in the wilderness.

6 Identifying Chemical Reactions

Phenomenon: Mixing vinegar and baking soda causes the substances to bubble up and spill over a container’s edge.

7 Atoms in Chemical Reactions

Phenomenon: Burning steel wool causes the mass of the steel wool to increase.

8 Energy in Chemical Reactions

Phenomenon: When magnesium is lit on fire, it burns with a bright light. In contrast, when chicken is lit on fire, it changes color from pink to white.

Engineering Challenge: Designing a Hot Pack Description: Students design, build, and optimize a hot pack that meets agreed upon criteria and constraints.

9 Chemical Engineering and Society

Phenomenon: Faux leather is made from synthetic materials but can serve the same functions as real leather.

Performance Assessment: Modifying and Explaining Survival Gear Anchoring Phenomenon: Survival kits often include portable gear, such as hot packs and butane torches, that can be activated at a moment’s notice.

Storyline: Create a short video-clip that demonstrates the supplies necessary to make a survival pack for the reality TV show, “The Next Top Survivalist.”

Waves Unit 1 - Mechanical Waves Anchoring Phenomenon: Waves are eroding the coastline near the Las Olas Hermosas Restaurant more than the surrounding beaches.

Storyline: Las Olas Hermosas restaurant sits atop a steep cliff which is being eroded by massive winter waves. Learn about the properties of waves, wave energy, and how waves travel through different media to help write a proposal to solve Las Olas’s erosion problem these adventurers to help them stay healthy and safe.

1 Types of Waves

Phenomenon: At many sporting events, members of the crowd stand up and lift their hands in a pattern that people call “doing the wave.”

2 Properties of Waves

Phenomenon: Huge waves form at Mavericks, and scientists, surfers, and weather forecasters can predict when they will occur up to 48 hours in advance.

3 Wave Energy

Phenomenon: Wave energy converters produce more electricity in some locations than in other locations.

4 Waves in Different Media

Phenomenon: The sound of your finger tapping on a desktop seems much louder and lower pitched when you press your ear to the desk.

Engineering Challenge: Preventing Coastal Erosion Description: Help the residents of Beach Town by researching, designing, testing, and optimizing a structure to prevent erosion of the coast and save the local highway from suffering major damage.

Performance Assessment: Saving the Las Olas Hermosas Restaurant Anchoring Phenomenon: Waves are eroding the coastline near the Las Olas Hermosas Restaurant more than the surrounding beaches.

Storyline: Write a proposal for an engineering solution to prevent the erosion of the cliffs near Las Olas Hermosas restaurant. Use your understanding of wave properties to explain why your proposed design will be effective.

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Unit 2 - Light Waves Anchoring Phenomenon: Light creates effects that are not so easy to explain such as making diamonds sparkle, making lines at the bottom of a pool appear wavy, and making rainbows form near waterfalls.

Storyline: A local art gallery is installing a new show about light and its amazing effects. Create a piece of art for the show that conveys an artistic interpretation of key properties of light such as reflection, absorption, transmission, refraction, and color.

5 The Wave Model of Light

Phenomenon: An optical illusion can make you see more fish than there really are.

6 Properties of Light Waves

Phenomenon: A single object can appear to be many colors depending on the filter you see it through.

Performance Assessment: Designing a Light Art Piece Anchoring Phenomenon: Light creates effects that are not so easy to explain such as making diamonds sparkle, making lines at the bottom of a pool appear wavey, and making rainbows form near waterfalls.

Storyline: Design a light art piece, and write the script for an audio tour explaining each part of the piece. Then, present your piece to the class, explaining a variety of the properties of light.

Unit 3 - Waves for Information Transfer Anchoring Phenomenon: In the past 50 years, the vast majority of analog devices have been replaced with digital equivalents.

Storyline: Choose a digital product, and compare its reliability to an analog product with a similar function. Then, design an advertising campaign that explains the difference between the digital and analog products and why the digital one is more reliable.

7 Sending Information Using Wave Pulses

Phenomenon: When a message is whispered repeatedly during a game of telephone, it changes over time.

Engineering Challenge: Designing a Multi-frequency Communication System Description: Design a communication system that encodes letters, numbers, and symbols using multiple different frequencies of light. Evaluate your system by using it to send a variety of messages, and make improvements to the system based on your results.

8 Analog and Digital Information

Phenomenon: A Digital Signal Sender is a more reliable way of communicating a phone number than an Analog Signal Sender 40 percent.

Performance Assessment: Selling Digital Anchoring Phenomenon: In the past 50 years, the vast majority of analog devices have been replaced with digital equivalents.

Storyline: Create an advertising campaign to explain to consumers why the digital version of a product is more reliable than the analog version of the product. Explain the differences between the digital and analog products using information from reliable scientific sources to support your claims.

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Physical Science Lesson Guide Sample 9

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A Phenomena-Rich Program TCI believes that phenomena makes science more meaningful for students. Bring Science Alive! provides many opportunities for students to engage with, investigate, and make sense of natural phenomena in their own lives.

Anchoring Phenomenon The anchoring phenomenon encourages students to make connections with the world around them. Students then further explore the phenomenon during the Performance Assessment.

Lesson Phenomenon

Local Phenomenon

Each lesson begins with an investigative phenomenon that is used to pique students’ interest and drive instruction throughout the investigations. At the end of a lesson, students use what they learned to make sense of the phenomenon.

Students build a deeper, personal connection to the phenomenon through direct observation or by conducting research to find out more about the phenomenon in their local area.

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Bring Science Alive! covers a variety of phenomena topics to engage every student.

Multimedia Phenomena

Phenomena are presented through videos, images, and hands-on observations.

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Rich multimedia throughout the program provide easy ways for students to interpret the phenomena.

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Three-Dimensional Learning Students set forth to investigate each lesson’s phenomenon. Each carefully-designed investigation guides students through mastering the lesson’s science practices, crosscutting concepts, and disciplinary core ideas.

Lessons are broken out into modules so that teachers can pick and choose what works for their classroom.

Lessons are presented in an easy-to-use, customizable slideshow format.

Pacing is provided for teachers to plan in advance.

Each and every lesson focuses on at least one Science and Engineering Practice, one Disciplinary Core Idea, and one Crosscutting Concept.

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Investigations are designed to meet Math and ELA Common Core standards as specified by NGSS.

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Material Kits are prepared and organized to seamlessly integrate into each lesson.

Consumable Materials can easily be ordered online.

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Everything needed for one lesson is grouped together into a clearly labeled bag.

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Thinking Like an Engineer Engineering Challenges throughout the program allow for students to think like engineers as they solve real-world problems related to the Anchoring Phenomenon.

Students are assigned roles and come together to solve an engineering problem. This mirrors a real-world engineering team.

Teams develop solutions, conduct iterative testing, and use data (or results) to improve their solutions.

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Students come up with their own metrics to measure the success of their design solution.

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Rubrics detail what is expected at each achievement level.

Engineering Challenge Rubric

Students go through the engineering design process for each challenge.

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Rubrics are provided for the students so that they can thoughtfully answer questions knowing what they will be graded on.

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Checking Student Progress Bring Science Alive! offers a variety of assessments types to evaluate student learning.

Formative Assessment

Lesson Game In a Lesson Game, students answer selectedresponse questions about the lesson. Results are automatically tracked in your gradebook.

Key Science Concepts Videos, diagrams, and detailed illustrations provide an additional check for students’ understanding.

Notebook Monitor students’ progress in their notebooks as they go through the lesson and investigations.

Interactive Tutorials Students can check their own understanding of main ideas with Interactive Tutorials.

Simulations Students explore scientific concepts through an interactive game-like environment, which allows them to check and evaluate predictions.

Wrap-Up Slides Lead a culturally-responsive discussion with carefully designed three-dimensional questions.

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Summative Assessment Assessment items evaluate mastery of all three NGSS dimensions.

Questions range in Depth of Knowledge levels 1-4.

Interactive stimuli engage students and prepare them for digital state tests.

A series of discrete items and performance tasks create a well-rounded assessment.

Performance Assessment

Students work collaboratively or individually to complete the tasks.

Hands-on Performance Assessments provide opportunities to check student understanding of the Performance Expectations.

Analytical rubrics are provided to assess student work individually. www.teachtci.com

Physical Science Lesson Guide Sample 17

Anchoring Phenomena

ANCHORING

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Anchoring Phenomenon Forces

Materials: • Notebook: Anchoring Phenomenon Lesson Support: • In addition to watching this introductory video, have students preview the Performance Assessment located at the end of the unit.

SLIDE 2

• Let’s find out about the unit phenomenon and storyline.

• Anchoring Phenomenon: A go-cart covers a certain distance in a given amount of time as it moves around a track.

TEACHER NOTES

SLIDE 2

Lesson Support In addition to watching this introductory video, have students preview the Performance Assessment located at the end of the unit.

SLIDE 3

• Throughout this unit, you will investigate the anchoring phenomenon. As engineers, you’ll evaluate the safety of modern go-carts.

• Complete the first two columns of the KWL chart in your Interactive Student Notebook, and then take the unit Self-Assessment.

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PHENOMENON:

FORCES

Interdisciplinary Connections Make connections between physical sciences.

Materials: • Notebook: Interdisciplinary Connections Lesson Support: • The Interdisciplinary Connection is meant to enhance learning by helping students to recognize the connections between related areas of content in distinct disciplines.

• After you introduce the Crosscutting Concept, give students an opportunity to answer the Connection Questions. Let them know that they will have an opportunity to return to these questions and revise their answers after they complete the lessons.

• Encourage students to point out interdisciplinary connections they notice throughout the lessons.

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• Energy and matter are important to every scientific field. These images show speed as distance over time, and how change in speed impacts waves.

• What topics from Forces and Energy and Waves do you think are connected in these images?

TEACHER NOTES

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Lesson Support For now, just have students brainstorm how the sciences are connected in this image as a class. By the end of the lessons, students will have more information to answer the question in detail.

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• Discuss the Connection Questions in your notebook as a class.

• Throughout the lessons, pay attention to the connections between Forces and Energy and Waves.

TEACHER NOTES

Lesson Support Don’t worry if students have trouble with the Connection Questions right now. By the end of the Performance Assessment and Connection Activity they will have learned more about these topics. Have them return to refine their answers after the lessons. If they have already worked on these Connection Questions, ask them to use their prior knowledge in answering the questions.

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Anchoring Phenomena

ANCHORING

Anchoring Phenomena

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ANCHORING PHENOMENON

Anchoring Phenomenon: A go-cart covers a certain distance in a given amount of time as it moves around a track.

1. Complete the first two columns of this chart.

• List what you think you already know about this unit’s phenomenon.

• Then write at least three questions you have about this phenomenon.

Return to this chart at the end of the unit. Add the key information you learned about this phenomenon. Give evidence!

Know

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Want to Know

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INTERDISCIPLINARY CONNECTIONS

Connection Questions 1. What are forces and how do they affect the motion of objects?

2. What factors can cause objects to move at different speeds?

3. How does a wave change as it passes through different media?

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Anchoring Phenomena

I N T E R D I S C I P L I N A R Y

Anchoring Phenomena

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Developing a Model to Explain a Phenomenon The following steps can help you develop and revise a model to explain a phenomenon.

What is the phenomenon?

Step 1: Make observations and generate questions about the phenomenon.

Complete the T-chart below.

Observations

Testable Questions

Step 2: Develop an initial model.

In the space below, develop an initial model that attempts to explain this phenomenon. Don’t worry about it being “correct,” just add as much detail as possible.

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Step 3: Revise your model based on new data.

Based on what you have learned from the investigations and readings, revise your model. Be sure to label the components of the model, the relationships between those components, and how the components correspond to the real world.

Step 4: Using your model, write an explanation of the phenomenon.

Use your model and the information you have gathered to fill out the CER chart below.

Claim

Evidence

Reasoning

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Lesson Investigations

Forces in Interactions: Lesson Planning Allow approximately 155 minutes to complete this lesson.

• Observing Phenomena: Students watch a rocket launch, and think about how the rocket is able to get off the ground. They form hypotheses in response groups. [10 min] | Suggested Reading: Introduction-Section 1 • Investigation 1: Defining and Modeling Force Students model forces using arrows on videos and images. They calculate the force needed to lift certain objects. [35 min] | Suggested Reading: Sections 2-3 • Investigation 2: Applying Newton’s Third Law Students define Newton’s third law and apply it to situations in videos and images. Then, they come up with their own examples that involve Newton’s third law. [45 min] | Suggested Reading: Section 4 • Investigation 3: Solving a Problem in a Zipline System Students test a hands-on model and create drawings for a zipline return system. [45 min] | Suggested Reading: Lesson Summary • Making Sense of Phenomena: Students conduct a short research project to confirm their understanding of rocket motion and Newton’s third law. Students cite evidence from a resource to support their explanation. [20 min] | Suggested Reading: Reading Further Academic Vocabulary • Review the academic vocabulary found in this lesson: additional, affect, criteria, design, due to, equip, factor, given, impact, imply, indicate, influence, maintain, relate, require.

• Consider using TCI’s Vocabulary Development Toolkit to support students as they learn and use certain key terms in your classroom.

Background • Before beginning this lesson, students should have a basic understanding of forces and interactions. This should be a review from Elementary school: In Grade 3, students were introduced to forces and motion and types of interactions when objects in contact exert forces on each other. Students should also have basic knowledge of ratios and solving equations.

Differentiating Instruction Quicker Coverage • Eliminate Some Videos Skip some of the slides with example videos where students write answers in their notebooks, or have students discuss answers with a partner without writing them down.

Deeper Coverage • Asking Questions and Defining Problems Have each student come up with a question to answer that involves action-reaction force pairs. It could be about the concept in general, or about specific scenarios students are curious about, such as how a boat is able to float. Students may use an internet source to find answers to their questions. Then, they present their findings to the class.

• Build the Zipline Stopping System At the end of Investigation 3, students are asked how they might stop the zipline chair when it returns. Students can bring in materials from home and construct the cushions or other devices they came up with.

They then discuss the forces involved in stopping the chair.

English Learners • Conduct Research in Native Language Have students conduct a research project in their native language to discover different mechanisms that are used in real life for returning a zipline chair to its starting point. They then write short reports in English on their findings, and include the reasons they believe those materials and mechanisms are used, considering economic and environmental factors.

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Learners Reading and Writing Below Grade Level • Practice Writing and Revising At the end of Investigation 1, read the wrap up questions to students out loud. After each question, have students write down what they think the answer is. Go over the answers as a class. Then, have students trade and revise each others’ answers as needed. They should be checking for sentence structure and grammar in addition to science content.

Learners with Special Education Needs • Choose Groups to Accommodate Needs In Investigation 3, students build a zipline return system. Place students with physical disabilities in groups with students who are physically abled. Students with disabilities can be the Data Collectors of the groups if they are able.

Advanced Learners • Building Model Rockets Have students consider how they could build a model rocket using simple materials (no explosives - rubber bands, paper towel rolls, etc) and Newton’s third law. Without using any sources, they should come up with a blueprint for the design. Then, they could bring in materials from home and build their models.

Enhancing Learning Balanced and Unbalanced Forces (website) • http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/forces/revision/1/ • Slides 1-7 provide an excellent review on balanced and unbalanced forces and friction. Examples are given with images. For instance, cyclists streamline clothing and bike with their bodies horizontally to reduce friction. The slides also introduce air resistance, a concept that will appear in a later lesson.

Newton’s Third Law and Astronauts (video) • https://kera.pbslearningmedia.org/resource/phy03.sci.phys.mfw.asrnt/newtons-third-law-of-motion-astronauts-in-outerspace/#.WseL9MpMF-E • How does Newton’s third law affect the motion of astronauts in outer space? Astronauts discuss the difficulties of motion when every action has an equal and opposite reaction. They explain why it is so important to train in zero gravity.

Practice with Ratios (website) • https://www.mathsisfun.com/numbers/ratio.html • Calculating newtons given a value in pounds involves an understanding of how to use the conversion factor between newtons and pounds. Conversions of this form involve the use of ratios. Students can practice writing ratios using this interactive website.

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Physical Science Lesson Guide Sample 25

Lesson Investigations

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Observing Phenomena

Students watch a rocket launch, and think about how the rocket is able to get off the ground. They form hypotheses in response groups.

Lesson Investigations

Lesson Support: • You may wish to ask students to write a few sentences as a hypothesis for how a rocket is able to launch into the air.

Materials: • Notebook: Observing Phenomena

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• What are some uses of rockets?

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• Phenomenon: It takes an enormous amount of fuel to launch a rocket.

• What questions do you have about this phenomenon?

TEACHER NOTES

Direct Observation Blow air into a balloon. Pinch the end of the balloon, and then let it go. Observe what happens, and think about how this is similar to rockets.

Lesson Support You may wish to ask students to write a few sentences as a hypothesis for how a rocket is able to launch into the air.

NGSS Asking Questions and Defining Problems: Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.

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Investigation 1: Defining and Modeling Force Misconceptions: • A common misconception is that only animate things (people, vehicles, animals) exert forces; inanimate ones (walls, chairs, floors) do not exert forces. Explain to students that whether or not objects are animated, they exert forces on each other. For example, one force that is always present is the gravitational attraction between objects due to the fact that they possess mass. Another type of force that is present between objects are contact forces, normal and friction.

Lesson Overview: • This investigation provides students the opportunity to define and model force. Students gain a better understanding of the components of force and how to calculate it. To perform this investigation: • First, students review force, including strength and direction, and review a video.

• Next, students take a look at three systems showing force. Students practice using arrows to represent the strength and direction of a force in their notebooks. Students then share and explain their answers.

• Then, students learn about newton units of measure and use equations in three examples to calculate the force needed to lift various objects.

• Finally, students review what they’ve learned in Investigation 1 and answer questions in the Wrap Up. Teacher Prep: • Before teaching this investigation, it may be helpful to review the newton calculations in this investigation.

• Provide calculators for students to calculate equations.

• Be prepared to point out examples of force in your classroom.

Lesson Support: • This lesson focuses on forces that require contact. With contact forces, as soon as the objects stop touching, force is no longer applied.

Materials: • What you need • Calculator • Print • Notebook: Investigation 1

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Physical Science Lesson Guide Sample 27

Lesson Investigations

Students model forces using arrows on videos and images. They calculate the force needed to lift certain objects.

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• A force is a push or a pull. Some forces require contact. What are examples of contact forces?

• Can you think of a force that acts at a distance?

Lesson Investigations

TEACHER NOTES

Math and ELA Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Engage in conversation and express ideas on familiar topics by asking and answering questions and responding using simple phrases.

• Negotiate and persuade using learned phrases and open responses..

Expanding • Contribute to discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.

• Negotiate and persuade using an expanded set of learned phrases and open responses.

Bridging • Contribute to discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.

• Negotiate and persuade using appropriate register, learned phrases, indirect reported speed, and open responses.

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• Let’s take a closer look at contact forces.

• These two ice skaters are pushing each other. The force is only experienced while their hands are touching. What happens to the force when they let go?

TEACHER NOTES

Inertia After these two skaters push and let go, there is no force acting between them any more.

They might keep moving, but that is because of inertia. It has to do with their mass, not force.

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• Forces can be experienced by all different types of matter—solid, liquid, and gas.

• What forces are at work when you pump a basketball?

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• There are a lot of forces and objects interacting everywhere. What are some forces you observe in this video?

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• When talking about forces, it’s important to define a system.

• For example, the system might just include the man’s hands and the sled. This way, we can focus on the force of the push.

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• Forces have two components: strength and direction.

• How would you describe the strength and direction of the man’s hands on the sled? You can represent forces with arrows.

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• How can arrows represent forces? The length of an arrow suggests how strong the force is.

A longer arrow means a stronger force.

• You will look at three systems of forces and use arrows to represent each force.

TEACHER NOTES

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Lesson Support Mention that the length of the force is not how far something goes; it’s how strong the force is.

NGSS Systems and System Models: Models can be used to represent systems and their interactions.

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• System 1: The Hose and the Water • Use an arrow to represent the force in this system in your notebook. Then, let’s share and explain our answers.

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Physical Science Lesson Guide Sample 29

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Lesson Investigations

• System 2: Pencil and Paper • Use an arrow to represent the force in this system in your notebook. Then, let’s share and explain our answers.

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• System 3: The Car and the Tow Truck • Use an arrow to represent the force in this system in your notebook. Then, let’s share and explain our answers.

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• Now consider the system of the bat and the ball here. Any volunteers?

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• Force is measured in units called newtons. A newton is represented by the letter N. • Lifting a 10-pound dumbbell takes about 44 newtons of force, or 44 N.

TEACHER NOTES

Sir Isaac Newton Newtons are named after Sir Isaac Newton, an English scientist from the 1600s. Newton came up with the three scientific laws about forces that we will discuss in this lesson and the next one.

NGSS Systems and System Models: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.

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Use the ratio (44 N : 10 lbs) to calculate the force needed to lift an 8-pound cat.

• Write the ratio as a fraction. What is 44 N : 10 lbs as a fraction?

• Set up a proportion. Use X to represent the force you are solving for. How does this equation look?

• Solve for x. How would you find x?

• How many newtons of force does it take to lift an 8-pound cat?

Lesson Support Although students have likely already learned the Math concepts covered in this lesson, please review them to ensure students understand them.

NGSS Using Mathematics and Computational Thinking: Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.

Scale, Proportion, and Quantity: Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

Math and ELA Solve real-life and mathematical problems using numerical and algebraic expressions and equations.: Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

MP.Model with mathematics: CC.K-12.MP.4.Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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Lesson Investigations

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Physical Science Lesson Guide Sample 31

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In pairs, calculate the force needed to lift a 40 lb dog.

Follow these steps: • Write the ratio (44 N : 10 lbs) as a fraction.

• Set up a proportion. Use x to represent the force you are solving for.

• Solve for x.

• Write the answer in your notebook.

Lesson Investigations

TEACHER NOTES

Model To find the weight of an 8-pound cat, you took these steps: 44 N / 10 lbs 44 N / 10 lbs = x / 8 lbs Multiply both sides by 8lbs. Then simplify.

44 N / 10 lbs = x / 8 lbs 352 N lbs / 10 lbs = x 35.2 N = x 35.2 N Lesson Support If students need more of a review on ratios and solving the equation, do another example problem in which a person lifts a 30-pound suitcase.

NGSS Using Mathematics and Computational Thinking: Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.

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Now calculate the force needed to lift this 12 lb stack of books.

Follow these steps: • Write the ratio (44 N : 10 lbs) as a fraction.

• Set up a proportion. Use x to represent the force you are solving for.

• Solve for x.

• Write the answer in your notebook.

TEACHER NOTES

Model To find the weight of an 8-pound cat, you took these steps: 44 N / 10 lbs 44 N / 10 lbs = x / 8 lbs Multiply both sides by 8lbs. Then simplify.

44 N / 10 lbs = x / 8 lbs 352 N lbs / 10 lbs = x 35.2 N = x 35.2 N NGSS Using Mathematics and Computational Thinking: Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.

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TEACHER NOTES

Connections to Your Life What forces are acting upon you at this moment? If you were to walk to another classroom, what forces change? What remains the same?

Connecting to Phenomenon Students can reflect on what they discovered during Investigation 1 and apply it to shaping their explanation of the Unit’s Anchoring Phenomenon of the go-kart going around the track and the forces acting upon it. Students can also use their knowledge to review their notes about the lesson’s Observing Phenomenon and make revisions if necessary.

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Physical Science Lesson Guide Sample 33

Lesson Investigations

Wrap Up • What are the two components of a force?

• How do you use the ratio 44 N : 10 lbs to calculate the force needed to lift a certain weight if you know the value of the weight in lbs?

• How can an arrow be used as a model for a force?

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Investigation 2: Applying Newton’s Third Law Students define Newton’s third law and apply it to situations in videos and images then they come up with their own examples.

Lesson Investigations

Misconceptions: • A common misconception is that force is a property of an object and when an object runs out of force, it stops moving. Emphasize to students that force is an action (external to the object) that acts on an object. An object will continue to move with the same velocity forever if no force acts on it.

Investigation Overview: • This investigation introduces students to Newton’s third law of motion. Students gain a better understanding of how every reaction involves an action force and an equal and opposite reaction force. To perform this investigation: • First, students learn about Newton’s third law of motion by analyzing three different images.

They understand action-reaction force pairs and the strength of force as objects interact.

• Next, students work in groups to watch three videos and prepare statements that explain how each video is an example of Newton’s third law of motion.

• Finally, students work in groups to come up with two examples that involve Newton’s third law and action-reaction force pairs. Then, students share their examples with the rest of the class.

Teacher Prep: • Before teaching this investigation, it may be helpful to review Newton’s third law of motion.

• Be prepared to point out examples of force in your classroom.

Lesson Support: • Newton’s first and second laws are discussed in the next lesson.

SLIDE 24

• When you lean on a wall, you apply a force to the wall.

• But, the wall also applies a force on you that is exactly as strong as the force you apply to the wall!

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• What direction are these forces working in?

• In every case where a force is applied, there is an equal force applied back on the first object.

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Lesson Support Another way of stating Newton’s third law of motion is: When two objects interact, the force that one object experiences is equal in strength and opposite in direction to the force that the other object experiences.

Newton’s first and second laws are discussed in the next lesson.

NGSS PS2.A: Forces and Motion: For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).

SLIDE 27

• Since the force happens to two objects, we can think of it as two forces. We call them an action-reaction force pair.

• For example, the force of you on the wall is the action force. The force of the wall on you is the reaction force.

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• Let’s look at an example that involves movement.

• Look at the system of the girl’s hand and the ball. The hand’s force on the ball is the action force.

TEACHER NOTES

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NGSS Systems and System Models: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.

SLIDE 29

• What is the reaction force?

• Let’s draw and label the reaction force. Both arrows should be the same length. Why is that?

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Physical Science Lesson Guide Sample 35

Lesson Investigations

• Sir Isaac Newton figured this all out and stated it in a law.

• Newton’s third law of motion: When an object exerts a force on a second object, the second object exerts a force on the first object with equal strength, but in the opposite direction.

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• If the strength of the forces are the same, why does the ball move but the hand does not fly backward?

Lesson Investigations

TEACHER NOTES

Momentum Another reason is that the hand has forward momentum. This has to do with the fact that the girl is swinging her arm forward. We won’t discuss momentum too much in this lesson, but know that the action and reaction forces are always equal, regardless of which object moves.

SLIDE 31

• Let’s look an an example that involves pulling instead of pushing.

• Look at the system of the plane and the banner. Let’s draw arrows to represent the action force and the reaction force.

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• The plane exerts a force of 200 N on the banner. How much force does the banner exert on the plane?

• Review Newton’s third law of motion in your notebook and answer Questions 1 and 2.

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Observing Examples of Newton’s Third Law of Motion • Let’s examine three videos and figure out how each one shows an example of Newton’s third law of motion.

• Get into groups of three.

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• How is this hydroflying video an example of Newton’s third law? Prepare a statement in your notebook.

• Who wants to share their statement?

Lesson Support You may wish to have volunteers draw the force arrows on the paused videos and explain what they’ve drawn. Make sure the action force and reaction force arrows are the same length and in exact opposite directions.

Emphasize the fact that the action and reaction forces are applied to different objects, so the forces do not cancel each other out – there can still be motion.

SLIDE 34 Lesson Investigations

TEACHER NOTES

SLIDE 35

• How is this billiards video an example of Newton’s third law? Prepare a statement in your notebook.

• Who wants to share their statement?

TEACHER NOTES

Lesson Support Mention that in the billiards video the force on the cue ball is still backwards – opposite to the direction of the action force. The cue ball moves forward because of its momentum, but the reaction force on it is still backwards. It slows down and moves away at an angle as a result of this force.

You may wish to have volunteers draw the force arrows on the paused videos and explain what they’ve drawn. Make sure the action force and reaction force arrows are the same length and in exact opposite directions.

Emphasize the fact that the action and reaction forces are applied to different objects, so the forces do not cancel each other out – there can still be motion.

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• How is this bubbles video an example of Newton’s third law? Prepare a statement in your notebook.

• Who wants to share their statement?

TEACHER NOTES

Lesson Support For the bubble video, the system is the air and the soap, and the point of contact is at the wand, where the air first hits the soap (pause video there).

You may wish to have volunteers draw the force arrows on the paused videos and explain what they’ve drawn. Make sure the action force and reaction force arrows are the same length and in exact opposite directions.

Emphasize the fact that the action and reaction forces are applied to different objects, so the forces do not cancel each other out – there can still be motion.

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• Now in your groups, come up with two of your own examples that involve Newton’s third law and action-reaction force pairs.

• Write them in your notebook. Then, share your examples.

Lesson Investigations

TEACHER NOTES

Math and ELA Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Engage in conversation and express ideas on familiar topics by asking and answering questions and responding using simple phrases.

• Negotiate and persuade using learned phrases and open responses.

Expanding • Contribute to discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.

• Negotiate and persuade using an expanded set of learned phrases and open responses.

Bridging • Contribute to discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.

• Negotiate and persuade using appropriate register, learned phrases, indirect reported speed, and open responses.

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Wrap Up • What does Newton’s third law tell you about forces?

• Why don’t action-reaction force pairs cancel each other out?

• If I push on a door with a force of 150 N, how much force does the door exert on me?

TEACHER NOTES

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Connecting to Phenomenon Give students the opportunity to use their knowledge from Investigation 2 to review their notes on the lesson’s Observing Phenomenon and make revisions if necessary.

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Investigation 3: Solving a Problem in a Zipline System

Investigation Overview: • This investigation challenges students to solve a problem in a zipline return system by using their knowledge of Newton’s third law of motion to build a model of one. Students gain a better understanding of action-reaction force pairs in real-world applications. To perform this investigation: • First, students view a video of a zipline system to understand what the system does and how it works.

• Next, working in groups, students assign roles and plan how to build models of a zipline system.

• Then, students build and test their models using the provided materials.

• Finally, using what they know about Newton’s third law, students work with their groups to form an explanation and describe some of the outcomes of their investigation. Afterward, they respond to the Wrap Up Questions for this investigation.

Teacher Prep: • Prepare materials for each group. Each group of four needs a paperclip, a straw, a ballooon, a long piece of string, and two pieces of transparent tape.

• Review Handout: Modeling a Zipline Return System. Make enough copies for each group.

• You may wish to follow the instructions in the handout and test the zipline.

Materials: • What you need • Balloon • Paper clip, small • Straw • Print • Notebook: Investigation 3 • Handout: Modeling a Zipline Return System

• String • Tape, scotch

Safety Info: • Based on your students’ age and learning readiness, prepare the classroom for a safe experience.

• Carefully review TCI’s risk assessment for each of the materials listed for this investigation.

• Make sure to follow all district and state safety protocols for all potential risks. Please take careful note of the safety equipment you’ll need, and ensure that you have trained your students on proper handling and use of materials.

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Physical Science Lesson Guide Sample 39

Lesson Investigations

Students test a hands-on model and create drawings for a zipline return system.

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• This woman is using a zipline. What is a zipline used for?

• After this woman reaches the end of the line, how do you think the chair will return to the top of the hill?

TEACHER NOTES

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Lesson Investigations

Connections to Your Life What rides have you been on (e.g., rides at amusement parks, carnivals, fairs, vacations, or other)? In what ways can Newton’s third law apply to those rides?

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• Because zipline systems are large, engineers use models to test their designs.

• You’ll create a model zipline using string and a straw with a paperclip as the chair. Gravity carries the chair down the hill. How can you use a balloon to get the chair back up?

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Modeling Zipline System Build and test the latest model for a zipline return system!

Setup: Get into groups of four. Get a copy ofHandout: Modeling a Zipline Return System.

Your group needs a paperclip, a straw, a balloon, a long piece of string, and two pieces of transparent tape.

Follow the handout.

• Assign roles.

• Prepare the chair of the model.

• Prepare the line of the model.

• Test the model with 3, 2, and 1 breaths of air.

TEACHER NOTES

Extension Have the straw carry something back up the hill. For example, see how many paper clips it can carry. This would model how much mass could be on one chair. Discuss what happens when you increase mass (more mass means more force is needed, so the balloon slows down). Discuss how you could compensate for the increase in mass (inflate the balloon with more air, or add more balloons).

Materials Log in for a complete list of materials.

NGSS Developing and Using Models: Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

Constructing Explanations and Designing Solutions: Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.

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Lesson Investigations

Math and ELA Key Ideas and Details: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Employ frequently used verbs to express inferences and conclusions.

• Engage in conversation and express ideas on familiar topics by asking and answering questions and responding using simple phrases.

• Explain ideas, phenomena, processes, and text relationships with substantial support.

• Negotiate and persuade using learned phrases and open responses.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to familiar topics.

Expanding • Contribute to discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.

• Employ a variety of verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with moderate support.

• Negotiate and persuade using an expanded set of learned phrases and open responses.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to new topics.

Bridging • Contribute to discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.

• Employ precise verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with minimal support.

• Negotiate and persuade using appropriate register, learned phrases, indirect reported speed, and open responses.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to multiple new topics.

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• Return to your desks with your group to answer the questions in your notebook.

TEACHER NOTES

Extension Have students bring in materials to build a model of the device that would stop the chair at the top. Instead of having a student holding the string at the top, they could tape the top end of the string to the wall and tape their device to the wall as well (or hold it up to the wall). They would assess how well their devices stopped the straw/balloon, minimizing the amount of bounce and the impact on the straw/balloon.

NGSS MS-PS2-1: Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

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Wrap Up • In the real world, what factors might affect the kind of zipline return system that would be built?

• What is the purpose of building and testing a model of a system?

• Describe two ways that Newton’s third law applies to your zipline system

Lesson Investigations

TEACHER NOTES

Connecting to Phenomenon Give students the opportunity to use their knowledge from Investigation 3 to review their notes on the lesson’s Observing Phenomenon and make revisions to them if necessary.

NGSS Systems and System Models: Models can be used to represent systems and their interactions.

PS2.A: Forces and Motion: For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).

ETS1.B: Developing Possible Solutions: Models of all kinds are important for testing solutions.

Influence of Engineering, Technology, and Science on Society and the Natural World: The uses of technologies are driven by people’s needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

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FORCES IN INTERACTIONS: MAKING SENSE OF PHENOMENA

Making Sense of Phenomena

Students do a short research project on rocket motion and Newton’s third law. Cite evidence from a resource to support your explanation.

Lesson Support: • Have students record their explanations of the phenomenon in their notebooks. Tell them to think about the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas they learned throughout the investigations.

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• Phenomenon: It takes an enormous amount of fuel to launch a rocket.

• Use what you have learned to explain this phenomenon.

TEACHER NOTES

Sample Explanation For every action, there is an equal and opposite reaction on the first object. The rocket’s action force is the engine pushing the exhaust out. The reaction force is the exhaust pushing back on the rocket. Because the rocket is heavy, it takes a lot of exhaust pushing up on it to launch it.

Lesson Support Have students record their explanations of the phenomenon in their notebooks. Tell them to think about the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas they learned throughout the investigations.

Math and ELA Text Types and Purposes: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Apply understanding of how connecting words or phrases link ideas, events, and reasons.

• Apply understanding of how texts are organized.

• Condense ideas in simple ways, such as by compounding verbs, adding prepositional phrases, and using embedded clauses, to create detailed sentences.

Expanding • Apply understanding of how connecting words or phrases link ideas, events, and reasons and improve cohesion.

• Apply understanding of organizational features of texts.

• Condense ideas in multiple ways, such as by using different types of embedded clauses, to create detailed sentences.

Bridging • Apply understanding of how connecting and transitional words or phrases link ideas, events, and reasons and improve cohesion.

• Apply understanding of organizational structures of texts.

• Condense ideas in multiple ways, such as by using nominalization and different types of embedded clauses, to create detailed sentences.

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Physical Science Lesson Guide Sample 43

Lesson Investigations

Materials: • Notebook: Making Sense of Phenomena

Lesson Investigations

LESSON 2

Reference Text provides background for students as they conduct investigations.

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Forces in Interactions Introduction

The photo shows someone driving an airboat in a river. Behind the pilot is a giant fan that blows air backward and makes the boat move.

How does blowing air backward make the boat move forward?

How the interaction between the fan and the air makes the boat move can be explained using Newton’s laws of motion. Newton’s laws of motion were developed by Isaac Newton in the 1600s. The laws are general descriptions of interactions between objects, including the interaction between the fan and the air. The laws are related, but you will learn about each one separately.

In this lesson, you will begin by learning about Newton’s third law because it describes the forces that happen when objects, such as the giant fan and the air, interact. You will learn about Newton’s life and will learn to identify the forces referred to in the third law. You will then read about how the effects of the third law led to problems during spacewalks and what engineers did to solve those problems.

In the next lesson, you will learn the first and second laws of motion. These laws describe how forces cause acceleration, which changes the motion of the objects.

Next Generation Science Standards Performance Expectations 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.

Science and Engineering Practices Constructing Explanations and Designing Solutions Apply scientific ideas or principles to design an object, tool, process or system.

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Vocabulary scientific law a set of verbal or mathematical rules to describe a natural phenomenon; unlike scientific theories, scientific laws do not explain the phenomenon force a push or a pull on an object newton a unit used to measure the strength of a force Newton’s third law of motion states that when an object exerts a force on a second object, the second object exerts a force on the first object with equal strength, but in the opposite direction

Students preview new science terms and their definitions before they read the lesson.

Standards related to each lesson are provided.

Asking Questions and Defining Problems Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

Crosscutting Concepts Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes, and outputs—and energy and matter flows within systems.

Influence of Science, Engineering, and Technology on Society and the Natural World

Disciplinary Core Ideas PS2.A. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).

ETS1.A. The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful.

Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.

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Lesson Investigations

The lesson introduction clearly explains the purpose and carefully-crafted organization of the lesson.

What forces exist between interacting objects?

1. Sir Isaac Newton and His Laws of Motion

Lesson Investigations

The paragraph that begins each section orients and engages the reader.

Sir Isaac Newton was an English scientist who lived from 1643 to 1727.

His mother hoped that he would become a farmer, but he disliked the work and went to college instead.

Newton learned old ideas in college, but studied new ideas on his own.

What would you do if school were closed for two years? You probably would not do what Isaac Newton did when his college closed for two years. He developed a new kind of math, figured out what light was, and began work on the scientific laws that are now named after him. Who was Isaac Newton, and how did he come up with his laws of motion?

Newton’s Early Life Isaac Newton was an English scientist and mathematician. He was born on a farm in 1643. His father died before he was born, and he was raised by his grandmother after his mother remarried. When Newton was a teenager, his mother took him out of school so that he could manage the family farm. But Newton was not very good at farming and was not interested in it either.

Newton was allowed to return to school and was ready to start college when he was 18. He attended Trinity College in Cambridge University. In 1665, Newton received his college degree and won a scholarship to continue his studies.

However, soon after he received his degree, the university closed because a contagious disease called the bubonic plague was spreading across England. The school was closed for two years, so Newton went home and spent his time studying math and science on his own.

Newton’s Studies and Influences When Newton was in college, he learned ideas that would not be taught in schools today. Some of these ideas were once thought to be true, but are no longer considered to be accurate. Newton was taught that Earth was the center of the solar system and that the sun traveled around Earth. This was accepted because it appears true from Earth’s reference frame.

Not all people in Newton’s time believed these “old” ideas. In 1543, Polish astronomer Nicolaus Copernicus published a book explaining his theory that all the planets moved around the sun. Then in the early 1600s, German astronomer Johannes Kepler announced three laws that described the math behind the planets’ motion around the sun. Newton studied the work of Copernicus, Kepler, Galileo Galilei, and others on his own.

During the plague years, Newton was able to spend a lot of time thinking about the “new” ideas and trying to make sense of them.

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Lesson Investigations

Newton’s Masterpiece In 1687, Newton published books that are still recognized as some of the greatest scientific works. The books were called Philosophiae Naturalis Principia Mathematica, which is Latin for Mathematical Principles of Natural Philosophy. They are usually called just Principia. Newton was 44 years old when the books was published.

Newton presented four scientific laws in Principia. A scientific law is a statement or mathematical description of a natural phenomenon.

Unlike scientific theories, scientific laws do not explain the phenomenon. Newton developed his laws by combining the ideas and observations of many other scientists. Copernicus, Kepler, Galileo, and others studied the motion of the planets. By combining their work, Newton was trying to develop a mathematical model to describe the planets’ motion. As Newton worked on this model, he found that it could also describe the motion of all objects. The four laws in Principia make up this model.

One of the laws in Principia is the universal law of gravitation. This law describes the factors that affect gravity, which is the force that determines the motion of the planets. The other three laws describe the relationship between forces and motion. They are now called Newton’s laws of motion. Although Newton’s laws of motion are related to one another and to the universal law of gravitation, they are easier to understand when studied separately. But first, you need to learn what scientists mean by force. www.teachtci.com

Newton published his masterpiece, a set of books called Principia, in 1687.

The books were written in Latin, and they contain four scientific laws that Newton developed. Three of those laws are now known as Newton’s laws of motion.

Important new science and engineering vocabulary is in bold type, defined in the same sentence, and used throughout the rest of the text.

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2. Forces

Lesson Investigations

Short sections, each with an informative title, make it easier for readers to understand and remember the main ideas.

Figure 2.2 A force is a push or a pull by one object on another object. A force can cause an object to accelerate. When a person exerts a force on the ball, the ball accelerates in the direction of his or her force.

The word force is used in different ways in everyday language. A storm may have a lot of force, someone may speak forcefully, and a door may be forced open. In science, the word force has a specific meaning. What is the scientific meaning of force, and what do forces do?

In science, a force is a push or a pull on an object. When a force is exerted on an object, the force can cause the object to accelerate. The word exert means “to put forth” or “to apply.” You push on a soccer ball when you kick it, so your foot exerts a force on the ball. That force can make the ball start moving or can make it change directions. You can even exert a force to stop the ball. Forces can cause other changes, too. The shape of a sponge changes when you exert a force on it by squeezing it.

Forces always occur when two objects interact. Look at Figure 2.2.

When you kick a soccer ball, your foot is only exerting a force on the ball while it is touching the ball. Your foot is not exerting a force on the ball before you touch it, and it stops exerting a force on the ball as soon as the ball leaves your foot.

Forces are described using both strength and direction. The strength of a force is how strong or weak the push or pull is. The strength of forces is measured in a unit called the newton (N), which was named in honor of Isaac Newton. To lift a banana, you need an upward force of about 2 N to lift. You would need about 120 N of upward force to lift a 27-pound, 2-year-old child.

Forces can be modeled using arrows. The length of the arrow represents the strength of the force. An arrow modeling a 100 N force would be twice as long as an arrow modeling a 50 N force. The direction that an arrow points models the direction of the force.

Forces on Objects in a System with a Soccer Ball Foot exerts no force on the ball

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Foot exerts 50 newton force on the ball

Foot no longer exerts a force on the ball

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Equal and Opposite Forces

Wall pushing on swimmer

Lesson Investigations

Swimmer pushing on the wall

Scientific illustrations are carefully labeled and titled.

3. Newton’s Third Law of Motion A swimmer turns around in a pool. You, and many people, may recognize that this swimmer is exerting a force on the pool wall with her feet. But Newton would identify a force that a lot of people don’t realize exists. What force is that?

Newton would identify a force exerted by the wall on the swimmer, which is described by Newton’s third law of motion. Newton’s third law of motion states that when an object exerts a force on a second object, the second object exerts a force with equal strength on the first object, but in the opposite direction. The third law describes a system of interacting objects in which each object exerts a force on the other object. When two objects interact, two forces are exerted on different objects. The third law is sometimes stated as, “For every action there is an equal and opposite reaction.” However, that phrase does not mention that the forces act on different objects.

Because each force acts on different objects, each force affects the motion of only one object. Figure 2.3A shows that the swimmer exerts a force on the wall; the wall is much heavier than the swimmer, so it does not move. At the same time, the wall exerts a force of the same strength on the swimmer; the swimmer is much lighter than the wall, so the force accelerates her away from the wall. In this system, two forces were exerted and they were exerted on different objects.

Newton’s third law of motion also explains what happens when a car collides with a wall. The moving car exerts a force on the nonmoving wall, while the wall exerts a force of equal strength on the car. The force of the car on the wall damages the wall, and the force of the wall on the car stops the car from moving forward which causes the car to crumple. In this system, both interacting objects were affected by the same amount of force, but the car got the worst of it! www.teachtci.com

Figure 2.3A Newton’s third law states that when an object exerts a force on a second object, the second object exerts a force with equal strength on the first object, but in the opposite direction. So, when a swimmer pushes against a pool wall, the wall pushes against the swimmer with an equal and opposite force.

When a car strikes a wall, the car exerts a force on the wall and the wall exerts an equal force in the opposite direction on the car. The force on the wall dents the wall, and the force on the car crumples its front end.

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Lesson Investigations

Captions reinforce the main idea of the section and provide supporting details.

Figure 2.3B Newton’s third law of motion can be observed using two pendulums. When the pendulums collide, the pendulums exert forces on each other. The two pendulums move outward by the same amount because the forces on them are equal in strength.

The two interacting forces described by Newton’s third law are sometimes called a force pair. The forces in every force pair act on different objects. Often, one force of a force pair is easy to identify because its effect is easily seen. The other force of the force pair can be more difficult to identify because it may not have a great effect. Recall the airboat at the beginning of this lesson. The fan on the airboat is pushing a lot of air backward. At the same time, the air is pushing the fan forward. Because the fan is attached to the boat, the fan and the boat move forward.

In certain situations, however, the effects of both forces in a force pair can be seen. For example, think about two identical pendulums hanging side by side. If you move each pendulum outward by the same amount and let go, the pendulums will collide as shown in Figure 2.3B. When they collide, the blue pendulum will exert a force on the gold pendulum, and the gold pendulum will exert a force on the blue pendulum. The forces obey Newton’s third law and are equal in strength and opposite in direction. The force exerted by the blue pendulum pushes the gold pendulum to the right. At the same time, the force exerted by the gold pendulum pushes the blue pendulum to the left. The two forces cause the pendulums to swing away from each other in the same way and at the same time.

This experiment with pendulums is similar to experiments that Newton used to verify that his third law of motion was correct.

Newton collided pendulums of different sizes and made of different materials. Knowing how far the pendulums moved was evidence that allowed Newton to measure the force on each pendulum. The evidence showed that the size of the force on one pendulum was always the same as the size of the force on the other pendulum.

Collisions of Pendulums

The balls move toward each other with the same velocity.

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The forces on the balls have equal strength but opposite directions.

The balls move away from each other with the same velocity.

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Key Science Concept

Forces on Interacting Objects

Key science concepts support visual learners. Students can interact with these key science concepts online.

−10,000 N

−10,000 N

10,000 N

10,000 N

When two moving cars collide, they exert equal and opposite forces on each other. Those forces cause the cars to stop moving.

−10 N

−10 N

10 N

10 N

When a person skates on a skateboard, the person’s foot pushes back on the ground. The ground pushes forward on the foot. Since the ground is unmoving, the skateboard moves forward.

50 N

−50 N

50 N

−50 N

In a spacewalk, the astronaut pushes on the spacecraft. The spacecraft pushes back on the astronaut.

−100 N

−100 N

100 N

100 N

When the male ice skater exerts a force on the female ice skater, the female ice skater exerts an equal and opposite force on the male ice skater. Both skaters move backward away from each other. www.teachtci.com

Physical Science Lesson Guide Sample 51

Lesson Investigations

When two objects touch, they form a system described by Newton’s third law of motion. In the system, each object exerts an equal and opposite force on the other object. Using the numbers on and the direction of the force arrows, identify the equal and opposite forces in each image. How do those forces change the motion of the objects?

Lesson Investigations

Engineering Design

4. Engineering for EVAs On June 5, 1966, Eugene Cernan exited the Gemini 9 spacecraft as it was in orbit around Earth to do an extravehicular activity (EVA), otherwise known as a spacewalk. He was the second American astronaut to walk in space and the first to try to do work during an EVA. Cernan quickly discovered tasks that were easy on Earth were nearly impossible while floating in space. When he tried to turn a knob, his body would spin instead! He spent most of the EVA trying to keep his body stable in space and could not complete his job. How did Cernan’s experience make NASA’s engineers rethink and redesign tools and equipment for use during EVAs? Cernan’s problems happened because NASA engineers had not predicted how Newton’s third law of motion would affect his stability.

The engineers examined the forces acting on Cernan during his EVA to find the problem. They learned that some of the effects of the third law that are not noticeable on Earth are very much noticeable in space.

For example, when you push a button, the button pushes back. But on Earth, you do not move backward because gravity pulls you down and keeps you stable on the ground. If an astronaut floating in space pushes a button, no gravitational force keeps the astronaut stable. So when the button pushes back on the astronaut, the astronaut floats backward.

When Cernan applied a twisting force to turn the knob, the knob exerted an opposite twisting force on Cernan, which made him spin.

EVAs are such unusual situations that they present design problems that have interesting criteria and constraints. Ever since Cernan’s failed EVA, NASA engineers have worked to define the criteria and constraints for every piece of equipment that astronauts use during EVAs. Even the tasks astronauts do while spacewalking are designed with criteria and constraints.

An extravehicular activity (EVA) is when an astronaut goes outside of a spacecraft or a space station.

Astronauts doing EVAs have to deal with the effects of Newton’s third law of motion because gravity does not keep them stable.

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LESSON SUMMARY

Forces in Interactions

Astronauts train for EVAs in different ways. This astronaut hangs from a partial gravity simulator, which helps him learn what low gravity feels like.

He uses the simulator to practice tasks that he will do in space.

A summary reinforces the key concepts in the lesson.

Sir Isaac Newton and His Laws of Motion When Isaac Newton’s university was closed due to plague in the 1600s, Newton had plenty of free time to think. During this time, he began to develop four important scientific laws, including the laws of motion.

Forces Forces are pushes or pulls that act on objects and cause changes, such as changes in motion.

Forces are often measured in newtons (N).

Newton’s Third Law of Motion The third law of motion states that all forces act in equal and opposite pairs and that each force in a pair acts on a different object. Newton’s third law can be observed in action by experimenting with two pendulums hanging side by side.

Engineering for EVAs The first time a NASA astronaut tried to work on a spacewalk, there were problems related to Newton’s third law. To maintain astronaut stability in space, NASA engineers had to design tools and tasks that considered how the third law affected people in low gravity.

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Physical Science Lesson Guide Sample 53

Lesson Investigations

Many EVA design problems start with constraints rather than criteria. The main constraint on any EVA tool or task is the spacesuits that the astronauts have to wear. The suits are big and bulky, and are made of stiff material that is hard to move in. Furthermore, the gloves on the suits cover each finger with thick material, which interferes with the astronauts’ ability to feel things and make precise movements.

The effects of Newton’s third law are another constraint in EVA design. Engineers realized that astronauts needed a way to keep their bodies steady while working. They added handholds to the outside of spacecraft, but to use them, astronauts had to keep one hand on a handhold while working. This means that astronauts had to be able to use EVA tools with only one hand.

With these constraints in mind, NASA engineers added criteria to increase the success of EVAs. For example, one criterion is that, when possible, EVA tasks and equipment should be designed so that astronauts use as few tools as possible. That way, astronauts do not have to carry or keep track of too many tools. However, if tools are needed for a task, it is preferred that the task must be designed to use the standard tools kept on spacecraft.

Today, astronauts train for these EVAs by practicing their tasks underwater. Floating underwater is similar to floating in space. This way, the astronauts can learn how the effects of Newton’s third law might push them around before they actually step out of a spacecraft to do some spacewalking!

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Lesson Investigations

Forces in Interactions OBSERVING PHENOMENA

Phenomenon: It takes an enormous amount of fuel to launch a rocket.

1. What questions do you have about this phenomenon?

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2. Who were some of the philosophers and mathematicians Isaac Newton studied in order to develop his “new” ideas?

3. What scientific laws did Newton present in Principia?

I N V E S T I G AT I O N 1

1. System 1: The Hose and the Water

Use an arrow to represent the strength and direction of the force in this system.

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Physical Science Lesson Guide Sample 55

Lesson Investigations

1. What were some of the “old” ideas that Isaac Newton learned in school?

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2. System 2: Pencil and Paper Use an arrow to represent the strength and direction of the force in this system.

Lesson Investigations

3. System 3: The Car and the Tow Truck

Use an arrow to represent the strength and direction of the force in this system.

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Lesson Investigations

4. This dog weighs 18 kg. Calculate the amount of force it would take to to lift the dog.

5. This stack of books weighs 8 kg. Calculate the amount of force that the man has to exert to lift the books.

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2 - Forces

Lesson Investigations

1. What is a force and what happens when it is exerted on an object?

2. When do forces occur?

3. How are forces described?

4. How are forces measured and modeled?

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3 - Newton’s Third Law of Motion

Lesson Investigations

1. Explain how Newton’s third law of motion applies to a system of objects.

2. What is a force pair? Are they easy to identify?

3. Identify the forces in the force pair by circling the forces.

4. How does the force pair in the previous image demonstrate Newton’s third law of motion?

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Physical Science Lesson Guide Sample 59

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I N V E S T I G AT I O N 2

Newton’s third law of motion: When an object exerts a force on a second object, the second object exerts a force on the first object with equal strength, but in the opposite direction.

Lesson Investigations

1. Explain the law in your own words.

2. Describe an example that involves Newton’s third law. Write what the action force and reaction force would be.

Observing Examples of Newton’s Third Law of Motion 3. How is the hydroflying video an example of Newton’s third law? Prepare a statement using the following terms: action force, reaction force, and opposite direction.

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5. How is the bubbles video an example of Newton’s third law? Prepare a statement using the following terms: action force, reaction force, and opposite direction.

Applying Newton’s Third Law of Motion 6. Describe a situation that involves Newton’s third law in the classroom.

7. Describe how Newton’s third law applies in a sports game. You choose the sport!

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Lesson Investigations

4. How is the billiards video an example of Newton’s third law? Prepare a statement using the following terms: action force, reaction force, and opposite direction.

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4 - Engineering for EVAs

Lesson Investigations

1. What does EVA stand for?

2. What problem did astronaut Eugene Cernan encounter while on an EVA? How did it relate to Newton’s third law of motion?

3. Why do EVAs present unique challenges?

4. What kinds of constraints do EVA design solutions usually have?

5. How do astronauts train for EVAs?

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I N V E S T I G AT I O N 3

1. Record the data from testing the model.

Number of Breaths

Did the Straw Reach the Top of the Line?

Other Observations

Lesson Investigations

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2. In the space below, draw a diagram of the balloon system that includes: • the straw, paperclip, balloon, tape, and string.

• an action force arrow, representing the force of the balloon on the air inside it as the air is released.

• a reaction force arrow, representing the force of the air on the balloon.

• labels on each of the arrows (balloon’s force on air, and air’s force on balloon).

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Physical Science Lesson Guide Sample 63

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3. What other solutions can you think of that might work to bring the chair to the top?

Lesson Investigations

4. Use Newton’s third law to explain why the balloon stops when it hits the zipline supporter’s hand at the top.

5. If this was a real zipline, it would hit some kind of wall or stopping system at the top. What would you add to the chair or the wall at the top in order to absorb some of the force?

6. Draw a model of the stopping system, and label it with the type of material you would use.

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MAKING SENSE OF PHENOMENA

Phenomenon: It takes an enormous amount of fuel to launch a rocket.

Lesson Investigations

1. Use what you have learned to explain this phenomenon.

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Physical Science Lesson Guide Sample 65

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Modeling a Zipline Return System

Lesson Investigations

You are the engineering team for a world-class zipline company! You will test the latest model for a zipline return system.

Materials: 1 paperclip 1 straw 1 balloon 1 long piece of string 2 pieces of transparent tape Procedures: 1. Assign a role to each group member: • Balloon Manager • Data Collector • Zipline Supporter 1 • Zipline Supporter 2 2. Prepare the chair of the model.

• The Data Collector slides a paper clip onto the straw and tapes it near the front end of the straw. The paper clip should hang down. It represents the chair that a zipliner would sit in.

• The Balloon Manager inflates the balloon with three breaths of air. Pinch the end of the balloon closed, and continue holding it. Do not tie it.

• Make sure the air-releasing end of the balloon is facing away from the paperclip. It should also be aligned with the straw so that the air will shoot straight backward. Use two pieces of tape to attach the balloon to the straw.

3. Prepare the line of the model.

• Zipline Supporter 1 inserts the string through the front end of the straw and holds the string up to chin height, away from face.

• Zipline Supporter 2 takes the other end of the string and walks away from Zipline Supporter 1 until the string is fully stretched. Zipline Supporter 2 holds the string at waist height.

4. Test the model.

• The Balloon Manager slides the straw and balloon down by Zipline Supporter 2.

• The Balloon Manager releases the balloon.

• The Data Collector notes whether the balloon made it to the top of the hill in the notebook.

The Data Collector should list any other observations about the motion of the balloon.

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6. Test the model with one breath of air.

• Zipline Supporters 1 and 2 continue holding the string.

• The Balloon Manager reinflates the balloon with one small breath of air.

• The Balloon Manager releases the balloon from the bottom end of the string, and the Data Collector records observations.

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Physical Science Lesson Guide Sample 67

Lesson Investigations

5. Test the model with two breaths of air.

• Zipline Supporters 1 and 2 continue holding the string.

• The Balloon Manager reinflates the balloon with two breaths of air. Fix the tape as needed.

• The Balloon Manager releases the balloon from the bottom end of the string, and the Data Collector records observations.

S A M P L E

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A S S E S S M E N T

NGSS-Designed Summative Assessment

NGSS Assessments

Each lesson comes with a three-dimensional assessment designed to prepare students for your state’s NGSS test. The assessment items are a mix of discrete items and performance tasks and range from Depth of Knowledge levels 1 through 4.

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ENGINEERING CHALLENGE: DESIGNING SAFE GO-CARTS

Engineering Challenge: Designing Safe Go-Carts Materials: • What you need • Ball, solid, 1” • Beaker, 250 mL • Book • Cardboard • Centimeter cube • Container, plastic shoebox • Cotton ball • Print • Handout: Modeling Go-Carts • Interactive Student Notebook

• • • • • • •

Digital scale Hall’s carriage Marker, dark Paper, blank Pipe insulation Protractor Rubber band

• • • • •

Ruler Scissors Tape, masking Test tube, plastic with cap Water

• Notebook Answer Key

Teacher Prep: • Students will break into groups of 4 and drop balls down tracks to collide with their carts. Prepare the tracks ahead of class time or while students are discussing answers to handout questions in Defining the Problem.

1. To prepare the tracks: • Both tracks will be on one piece of cardboard. Students should be able to access both sides of the cardboard (both tracks), so the middle of the room may be best.

• Make a ramp by propping up the piece of cardboard with books on the floor or on the end of a long table (table would need to be about 6 feet long). Use a protractor to make the angle of the ramp 25 degrees. Place one book in front of the cardboard to prevent it from sliding.

• Use scissors to cut the piece of pipe insulation in half, lengthwise, to make two tracks. Tape the tracks to the cardboard, placing the tape at the three heights from which students will drop the balls. Make the strips of tape long enough to label them “small” “medium” and “large” for the small, medium, and large amount of force that the ball will impose on the carts.

• Place a piece of tape as the start line for where the carts will sit. It should be placed on the floor/ table two inches in front of the track. Do this for both tracks.

2. Fill the plastic container with water. Use the beakers to scoop water. Students can pour the water from the beakers into the test tubes. If more than 6 groups, they can share beakers. You should not need the test tube caps.

Safety Info: • Based on your students’ age and learning readiness, prepare the classroom for a safe experience.

• Carefully review TCI’s risk assessment for each of the materials listed for this investigation.

• Make sure to follow all district and state safety protocols for all potential risks. Please take careful note of the safety equipment you’ll need, and ensure that you have trained your students on proper handling and use of materials. www.teachtci.com

Physical Science Lesson Guide Sample 75

Engineering Challenges

Lesson Support • If you teach more than one class in a day, it may be a good idea to get through the Introduction, Defining the Engineering Problem, and making the blueprint (half of Developing Possible Solutions) in one day. Then build models, optimize solutions, and break down models the second day. That way you finish the building and breaking down of models in one class period so that later classes can reuse the materials. Students could analyze results as a class and do assessments on the third day if they run out of time the second day.

ENGINEERING CHALLENGE: DESIGNING SAFE GO-CARTS

SLIDE 4

• A go-cart experiences many different forces during a race. The force of the engine propels it forward. The friction of the track slows it down.

• For riders, the most dangerous force involves collisions. Go-carts must have safety features to withstand those forces.

TEACHER NOTES

SLIDE 4

NGSS PS2.A: Forces and Motion: For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).

SLIDE 5

• In this challenge, you will work in groups of four as an engineering team.

• Your goal is to design a safe model go-cart!

SLIDE 5

Engineering Challenges

SLIDE 7

Defining the Engineering Problem • You and your team will create a go-cart model that can withstand different amounts of force. The force will come from a ball that rolls down a ramp and collides with your cart.

• To test your design, each team will be given a test tube filled with water. You want the test tube to stay upright in your cart design and not lose any water.

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ENGINEERING CHALLENGE: DESIGNING SAFE GO-CARTS

SLIDE 8

• Before we begin, lets decide what criteria and contraints we need to apply to our design.

• What should the criteria for the design be?

• What should the constraints for the design be?

• With your group, write the criteria and constraints in your notebook. Then, answer the rest of the questions in this section.

TEACHER NOTES

SLIDE 8

SLIDE 9

Developing Possible Solutions • Review the Introduction and Materials section ofHandout: Modeling Go-Carts. Then, create a blueprint of your model in your notebook.

TEACHER NOTES

Materials Log in for a complete list of materials.

Lesson Support Encourage students to use a drawing software tool.

NGSS Structure and Function: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

ETS1.B: Developing Possible Solutions: Models of all kinds are important for testing solutions.

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Physical Science Lesson Guide Sample 77

Engineering Challenges

Lesson Support Before students begin to develop their models, students should discuss and the class should agree on one set of criteria and constraints.

To stimulate conversation, you may wish to add questions like, “Can the cart be any size, or should there be a limit? Think about real gocarts and what makes the most sense.”

You can use the answers in the hint buttons as sample answers, or you may make these the final criteria and constraints for the engineering solution.

NGSS Constructing Explanations and Designing Solutions: Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.

Systems and System Models: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.

PS2.A: Forces and Motion: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

PS2.A: Forces and Motion: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion.

For any given object, a larger force causes a larger change in motion.

ENGINEERING CHALLENGE: DESIGNING SAFE GO-CARTS

SLIDE 10

• Next, build the model with your group and perform the first test against a small amount of force!

• Discuss the results of the first test with the class.

TEACHER NOTES

Lesson Support Allow 15 min to build the model initially. Students can fill their own test tubes for later trials using the beakers. Be sure to stop students after all groups have done the trial with “small force” and have them discuss their results so that they can make modifications before testing with “medium force”.

NGSS MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Developing and Using Models: Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

ETS1.B: Developing Possible Solutions: There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.

SLIDE 10

SLIDE 11

Engineering Challenges

Optimizing the Design Solution • Modify your design based on the results of the test. Then, test your new model against the medium amount of force.

• Make any new modifications that are needed, and test it against the larger amount of force.

TEACHER NOTES

NGSS MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

ETS1.C: Optimizing the Design Solution: The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

ETS1.C: Optimizing the Design Solution: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.

ETS1.B: Developing Possible Solutions: A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.

ETS1.B: Developing Possible Solutions: Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

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ENGINEERING CHALLENGE: DESIGNING SAFE GO-CARTS

SLIDE 12

• If your model is able to stand up against the largest amount of force, put your model up against another team’s model.

• The first group will send their model down the ramp to hit yours, then you will switch places.

• See whose test tube is able to hold its water!

TEACHER NOTES

Lesson Support This part is just for fun, so spend as little or as much time as desired.

NGSS Analyzing and Interpreting Data: Analyze and interpret data to determine similarities and differences in findings.

Engaging in Argument from Evidence: Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

SLIDE 12

SLIDE 13

Wrap Up • How does increasing the mass affect the motion of the cart? Why? • How did you use the data you collected?

• Why is it important to test your device and modify it?

• How did you apply your understanding of Newton’s third law to the design of your cart?

NGSS MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Math and ELA MP.Reason abstractly and quantitatively: CC.K12.MP.2.Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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TEACHER NOTES

E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

ENGINEERING CHALLENGE

Designing Safe Go-Carts Defining the Engineering Problem 1. List the criteria and constraints that you will be using for your engineering solution.

Criteria

Constraints

Engineering Challenges

2. Real go-carts shouldn’t go flying too far when they collide. If they do, they could endanger other riders who are passing by. Think about Newton’s 2nd law. How will the mass affect the acceleration of the cart during a collision?

3. If the mass of a go-cart is too great, how might that affect the motion of the cart?

4. What kind of equipment protects the rider in a real go-cart?

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E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

5. You will roll a ball down a track that collides with your stationary cart. What is the action force in that interaction? What is the reaction force?

6. What do you think will happen to the ball when it collides with the cart?

Developing Possible Solutions 1. Read the Introduction and Materials List on Handout A: Modeling Go-Carts. Then, create a blueprint of your model. Your blueprint should include:

Engineering Challenges

• A drawing of your design, with the materials labeled • An estimate of the mass of the model • An estimate of the size of the model (length, width, height)

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E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

2. Perform the first tests against a small amount of force. Record your data here.

Length x Width x Height of Model (cm)

Mass of Model (calculated, g)

Distance Cart Moved (cm)

Amount of Water Lost (mL)

Observations – What Will You Change?

Optimizing the Solution

Engineering Challenges

1. Perform more tests on your model against medium amounts of force. Record your data here.

Length x Width x Height of Model (cm)

Mass of Model (calculated, g)

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Distance Cart Moved (cm)

Amount of Water Lost (mL)

Observations – What Will You Change?

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E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

Make modifications to your model as needed.

2. Perform the final tests against a large amount of force. Record your data here.

Mass of Model (calculated, g)

Distance Cart Moved (cm)

Amount of Water Lost (mL)

Observations – What Will You Change?

Engineering Challenges

Length x Width x Height of Model (cm)

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E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

Engineering Challenge Assessment Use the rubric below to evaluate your work on this engineering task. Then record your score in the Score column.

Engineering Process

Achievement Levels Proficient (2 points) Understood the engineering task and identified the design criteria and constraints clearly.

Understood the engineering task, but could not identify the design criteria and constraints.

Could not identify the design criteria and constraints or describe the engineering task.

Developing Possible Solutions

Drew and revised a blueprint for their model.

Drew a blueprint, but did not draw improvements that were made to the model or note that improvements weren’t needed.

Did not construct a model go-cart.

Collected data during trials (amount of water lost and distance cart moved).

Used data to determine how much modification was needed before performing the following trials.

Optimizing the Design Solution

Modified the model after each trial to improve it.

Used data from all groups, and observations of their models, to determine the most successful design solution.

Score

Not Present (0 points)

Defining the Engineering Problem

Constructed a model go-cart which protected a test tube of water.

Engineering Challenges

Emergent (1 point)

Designed and constructed a model go-cart which protected a test tube of water, but did not collect data during trials.

Made modifications to the model but did not analyze data from groups to determine the most successful design solution.

Did not make modifications to improve the model or analyze data from other groups.

Proposed ways of improving the final design based on data.

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E N G I N E E R I N G

C H A L L E N G E :

H A N D O U T

Modeling Go-Carts Your engineering team will design and test model go-carts! As you develop your designs, keep the following points in mind: • Remember the criteria and constraints for your model.

• You can tear/manipulate the paper, cotton balls, and rubber band.

• You do not need to use all of the materials.

Materials per Group: 1 Hall’s carriage (58.3 g) 1 beaker of water (may need to share with another group) 1 test tube (4 g) (mass of water that goes in test tube: 12 g) 2 cotton balls (0.5 g each) 10 centimeter cubes (1 g each) 1 rubber band (1 g) ½ piece of 8.5 x 11 inch paper (2.3 g) 1 meter stick or ruler

Engineering Challenges

Preparing your Design: Create a blueprint of your design in your notebook.

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Engineering Challenges

E N G I N E E R I N G

C H A L L E N G E :

H A N D O U T

Procedures: 1. Build your go-cart model.

2. Use the beaker of water to fill the test tube up to the bottom of the spiral rim, above the 11ml line.

3. Test your model using one of the tracks, dropping the ball from the “small force” line. Measure how far the cart moves and how much water was lost from the test tube (if any). Record data in the first row of the chart in your Notebook.

4. Repeat the test from the “small force” line with the test tube full again. Record data in the second row of your chart.

5. Discuss the results of the trial with the class.

6. Think about the results of other groups. Modify your design as needed.

7. Update your drawing in your student notebook. Draw and label any changes you made. Draw them in a different color.

8. If your model did not pass the “small force” test, try it again at the “small force” line. Keep trying and revising the model until it can pass this test. If it already passed the test, go to the next step.

9. Test your model again, dropping the ball from the “medium force” line. Measure how far the cart moves and how much water was lost from the test tube (if any). Record data in the chart.

Repeat the test, and record data in the chart.

10. Discuss the results with the class.

11. Modify your design as needed.

12. Update your drawing in your student notebook. Draw and label any changes you made. Draw them in a different color.

13. Refill your test tube as before.

14. If your model did not pass the “medium force” test, try it again at the “medium force” line.

Keep trying and revising the model until it can pass this test. If it already passed the test, go to the next step.

15. Test your model, dropping the ball from the “large force” line. Measure how far the cart moves and how much water was lost from the test tube (if any). Record data in the chart.

16. Repeat the test from the “large force” line, and record data in the chart.

17. Discuss results with the class.

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PERFORMANCE

A S S ES S M EN T:

EVALUAT ING

MODERN

GO-CARTS

Performance Assessment: Evaluating Modern Go-Carts

Evaluate the safety of modern go-carts by their mass, speed, structure, and materials.

Materials: • What you need • Calculator • Print • Interactive Student Notebook • Notebook Answer Key

SLIDE 2

• You’ve been hired! As the newest engineer for GoGo Go-Carts, you need to analyze the current go-carts for their safety and fun factors.

• To do this, think about how mass and speed affect the forces in collisions. You’ll need good materials, safety features, and teammates to help you investigate.

SLIDE 2

SLIDE 3

SLIDE 3

Performance Assessment

Performance Assessment Requirements Your plan for testing the safety of the go-cart designs should include: • The independent and dependent variables and controls for each test • Tools needed to perform the tests and gather information • How you would record measurements • What kind of data you would record • The criteria and constraints you would use to determine whether each design is safe

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PERFORMANCE

A S S ES S M EN T:

EVALUAT ING

MODERN

GO-CARTS

SLIDE 4

You will: • Analyze Information • Individually calculate and interpret go-cart acceleration data.

• Model a Crash • In groups of three, use Newton’s laws to explain what happens in a crash scenario.

• Plan Your Investigation • In groups of three, develop a way to test the safety of each go-cart design.

TEACHER NOTES

SLIDE 4

Materials Log in for a complete list of materials.

NGSS 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.

MS-PS2-1: Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

SLIDE 5

Performance Assessment Rubric • When you are finished, look at the rubric in your notebook. For each row, decide which statement best describes your project. Fill in your score.

SLIDE 5

SLIDE 6

Unit Wrap Up • How does the force of friction change the motion of objects?

• Force is related to mass and acceleration. So why does a high-speed vehicle experience a larger force when it crashes into a wall than a low-speed vehicle with the same mass?

• How are models useful in an investigation?

• How does Newton’s third law apply to the situation of a go-cart crashing into another go-cart?

Performance Assessment

TEACHER NOTES

NGSS Systems and System Models: Models can be used to represent systems and their interactions.

PS2.A: Forces and Motion: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion.

For any given object, a larger force causes a larger change in motion.

PS2.A: Forces and Motion: For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).

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SLIDE 6

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PERFORMANCE

A S S ES S M EN T:

EVALUAT ING

MODERN

GO-CARTS

Interdisciplinary Connections Make connections between life and earth sciences.

Materials: • Notebook: Interdisciplinary Connections Lesson Support: • If students have already seen these questions with another Performance Assessment, ask them how their understanding has grown with the latest lessons completed.

SLIDE 8

• By learning about energy and matter, you build understanding in many areas of science.

• Answer Questions 1 and 2 in your notebook.

TEACHER NOTES

Lesson Support If students have already seen these questions with another Performance Assessment, ask them how their understanding has grown with the latest lessons completed.

SLIDE 8

SLIDE 9

Connection Activity • Complete the Connection Activity in your notebook.

TEACHER NOTES

SLIDE 9

Performance Assessment

Lesson Support If a connection topic feels advanced for students who have not yet learned the relevant material, just teach the connection with the depth that will work best for your class. If students have already seen this activity with another Performance Assessment, ask them how their understanding has grown with the latest lessons completed.

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P E R F O R M A N C E

A S S E S S M E N T :

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PERFORMANCE ASSESSMENT

Cr

ss

o

Evaluating Modern Go-Carts

Science and neering Prac Engi tice s

cu

ttin g Con c e pt s

ry in a Discipl eas Core Id

You have just been hired as an engineer for GoGo Go-Carts. Your job is to analyze the current go-cart designs for their safety and “fun factor.” You will think about how mass and speed affect the forces in collisions. Then, you will evaluate the materials and structure of safety features in the go-cart designs.

Finally, with a group, you will plan an investigation to test the safety of each real-life go-cart design.

Performance Assessment Requirements

Performance Assessment

Your plan for testing the safety of the go-carts should include: • the independent and dependent variables and controls for each test.

• tools needed to perform the tests and gather information.

• how you would record measurements.

• what kind of data you would record.

• the criteria and constraints you would use to determine whether each design is safe.

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P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

_____ Step 1: Analyze Information In this chart, you are given the top speed and the time it takes to reach top speed for each cart. Use this information to calculate the acceleration of each cart. Record the values below.

Think about Newton’s second law. Once you have the acceleration and mass of the cart, calculate the force on each cart from its engine. Record the values, and then answer the questions that follow.

Go-Cart

Mass (kg)

Time to Reach Top Top Speed Speed (m/s) from Rest (s)

Description

1

59

20

4

Front bumper, back rest, low side walls, light frame

2

62

18

3

3

65

16

4

Surrounding bumper, back rest, cushioned head rest, high side walls, midweight frame Surrounding bumper, back rest, low side walls, heavy frame

Acceleration from Rest to Top Speed (m/s²)

Force from the Engine (N)

Which cart has the highest acceleration? How might this be an advantage in a race?

Is the cart with the greatest mass easier or harder to move than the other carts? Explain the advantages and disadvantages of this in terms of racing and in terms of safety.

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Physical Science Lesson Guide Sample 91

Performance Assessment

Which cart has the greatest mass?

P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

_____ Step 2: Model a Crash Discuss the following prompts with your group, and then answer them on your own: • Draw a model of a collision in which a moving go-cart crashes into a wall. Think about Newton’s third law regarding action and reaction forces. Draw arrows to represent the action-reaction forces of the cart and the wall. Label them in your diagram.

• What is the reference frame in your drawing?

Performance Assessment

• Describe what would happen during the collision and the direction of net force on each object.

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P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

• Use Newton’s first law to explain what happens during the collision.

• Based on the images and descriptions of the carts, which cart do you think will be both fun and safe? Explain your reasoning.

_____ Step 3: Plan Your Investigation What will be the controls for the safety test—the parts of the test that are the same for each cart?

What are the independent and dependent variables?

Performance Assessment

What tools will you need to record measurements?

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P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

What kind of data you would record?

Define the constraints of your investigation. These may include where the safety tests would be performed, how much time the tests would take, how many trials you would do, and how many carts that would require.

Performance Assessment

Think about how a collision will affect both the cart and the rider. Then, define the criteria that must be met for the go-cart to pass the safety test.

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P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

Performance Assessment Rubric Use the rubric to evaluate your work on this Performance Assessment.

Achievement Levels

Science and Engineering Practices Planning and Carrying Out Investigations Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gather, how measurements will be recorded, and how many data are needed to support a claim.

Constructing Explanations and Designing Solutions Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process, or system.

Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.

Asking Questions and Defining Problems Define a design problem that can be solved through the development of an object, tool, process, or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

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Proficient (2 points)

Emergent (1 point)

Not Present (0 points)

Planned an investigation to evaluate the three go-cart designs. Plan included reasonable independent and dependent variables, controls, and measurement tools.

Planned an investigation to evaluate the three go-cart designs, but did not answer all of the questions in the Student Notebook or did not answer them completely.

Did not plan an investigation to evaluate the three go-cart designs.

Demonstrated an understanding of scientific principles (Newton’s Laws) in answers.

Demonstrated an understanding of one or two of Newton’s laws, but not all.

Did not demonstrate an understanding of any of Newton’s laws.

Described tests and data to collect that would clearly demonstrate the safety of the go-carts.

Described tests for the go-carts, but the tests may not demonstrate the safety of the go-carts.

Did not describe tests to perform on the go-carts.

Clearly outlined the criteria and constraints that would be used in tests to determine safety of carts. Held all three go-carts up to the same criteria.

Outlined the criteria or constraints that would be used in tests to determine safety of carts, but not both.

Did not outline the criteria or constraints to be used in the tests.

Score

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Performance Assessment

Dimension

P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

Achievement Levels Dimension

Proficient (2 points)

Using Mathematics and Computational Thinking

Correctly calculated the acceleration of each cart based on top speed and time.

Attempted to calculate acceleration, but did not do so correctly.

Made no attempt to calculate acceleration.

Drew a model of forces acting on the carts which included the forces acting on both carts (action and reaction forces).

Drew a model of a collision, but it was not complete.

Did not draw a model of the collision.

Explained how changes in the go-carts would be evaluated, such as collecting data regarding the damage after a collision with a wall.

Explained how changes in the go-carts would be evaluated, but not completely or specifically.

Did not explain how changes in the go-carts would be evaluated.

Answers demonstrated understanding that greater mass requires greater force to move.

Answered mass and force questions, but did so incorrectly.

Did not answer mass or force questions.

Identified the optimal go-cart design out of the options, including the structure of the design in their decision.

Noted the structure of the design in their decision, but in an incomplete or inaccurate way.

Did not account for the structure of the design in their decision.

Apply mathematical concepts and/or processes (such as ratio, rate, percent, basic operations, and simple algebra) to scientific and engineering questions and problems.

Crosscutting Concepts Systems and System Models Models can be used to represent systems and their interactions--such as inputs, processes, and outputs--and energy and matter flows within systems.

Stability and Change Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

Patterns Patterns can be used to identify cause-andeffect relationships.

Performance Assessment

Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

96 Physical Science Lesson Guide Sample

Emergent (1 point)

Not Present (0 points)

Score

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P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

Achievement Levels Dimension Disciplinary Core Ideas

Proficient (2 points)

Emergent (1 point)

Not Present (0 points)

Demonstrated understanding of Newton’s third law by showing action and reaction forces in diagram.

Demonstrated understanding of Newton’s third law by showing action and reaction forces in diagram, but did not label them correctly.

Did not demonstrate an understanding of Newton’s third law.

The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.

Described the net force acting on the cart that collides with a wall to explain why it stops.

Described how a cart with a greater mass requires more force to change its motion.

Described the forces in the collision, but did not explain why it stops.

Described how a cart with a greater mass requires more force to change its motion.

Did not describe the forces in the collision. Did not explain that a cart with a greater mass would require more force to change its motion.

All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

Noted the reference frame used for describing the forces acting on two carts.

Reference frame should be from an outside observer’s perspective.

Noted the reference frame used for describing the forces, but the reference frame described did not match the drawing.

Did not note the reference frame for describing the forces.

PS2.A: Forces and Motion

Performance Assessment

For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).

Score

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Physical Science Lesson Guide Sample 97

I N T E R D I S C I P L I N A R Y

C O N N E C T I O N S :

N O T E B O O K

INTERDISCIPLINARY CONNECTIONS

1. How were energy and matter involved in this Performance Assessment?

2. Study the figure. How is it related to Forces and Energy? To Waves? Use evidence from the lessons and your prior knowledge.

Describing the Speed of an Object Using a Rate 12 meters 4 seconds

6 meters

6 meters

2 seconds

2 seconds

3 meters

3 meters

3 meters

3 meters

1 second

1 second

1 second

1 second

Changes in Wave Speed Cause Refraction Pavement Fast biking

Performance Assessment

Sand Slow biking

98 Physical Science Lesson Guide Sample

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I N T E R D I S C I P L I N A R Y

C O N N E C T I O N S :

N O T E B O O K

Connection Activity 3. The image shows seven bowling balls. Rank them from fastest to slowest by writing a number over each ball, with 1 as the fastest and 7 as the slowest. If more than one ball share a speed, those balls can share the same number.

Describing the Speed of an Object Using a Rate 12 meters 4 seconds

6 meters

6 meters

2 seconds

2 seconds

3 meters

3 meters

3 meters

3 meters

1 second

1 second

1 second

1 second

4. This image shows nine bikers. First, label which are moving fast and which are moving slow by writing “F” or “S” over each biker.

Changes in Wave Speed Cause Refraction Pavement Fast biking

Slow biking

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Physical Science Lesson Guide Sample 99

Performance Assessment

Sand

I N T E R D I S C I P L I N A R Y

C O N N E C T I O N S :

N O T E B O O K

What is different about how matter moves in this representation of a wave and in a real water wave?

Performance Assessment

5. Do you think moving on pavement is always faster than moving on sand? Draw a new image in the space below to show what would happen to the wave if bikers were moving from sand to pavement rather than from pavement to sand. You can represent each biker as a circle.

100 Physical Science Lesson Guide Sample

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I N T E R D I S C I P L I N A R Y

C O N N E C T I O N S :

N O T E B O O K

6. How can thinking about matter and energy in the speed of objects and waves relate to your home, neighborhood, community, or culture? For example: • Do you ever track your speed as you walk, run, or bike?

• Do you live near a location that experiences strong waves?

Write a paragraph describing an important personal or local connection with the matter and energy involved in the speed of objects or waves.

7. Refine your answers to the Connection Questions based on what you learned in the lessons.

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Physical Science Lesson Guide Sample 101

Performance Assessment

C O R R E L A T I O N S

Unit Alignment with NGSS Performance Expectations MS-PS4-1

Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.

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.

MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-PS4-2

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

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.

MS-PS2-1

Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Science and Engineering Practices Using Mathematics and Computational Thinking • Use mathematical representations to describe and/or support scientific conclusions and design solutions.

• Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.

• Decide when to use qualitative vs. quantitative data.

Asking Questions and Defining Problems • Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

• Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

• Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.

Engaging in Argument from Evidence • Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

• Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

Developing and Using Models • Develop and/or use a model to predict and/or describe phenomena.

• Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

• Develop a model to describe unobservable mechanisms.

Planning and Carrying Out Investigations • Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation.

• Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.

• 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.

Obtaining, Evaluating, and Communicating Information • Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or technical information to describe patterns in and/or evidence about the natural and designed world(s).

Constructing Explanations and Designing Solutions • Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.

• Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.

Analyzing and Interpreting Data • Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.

• Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials).

• Analyze and interpret data to determine similarities and differences in findings.

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C O R R E L A T I O N S

Crosscutting Concepts Patterns • Graphs, charts, and images can be used to identify patterns in data.

• Macroscopic patterns are related to the nature of microscopic and atomic-level structure.

• Patterns can be used to identify cause and effect relationships.

• Patterns in rates of change and other numerical relationships can provide information about natural systems.

Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Structure and Function • Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

Systems and System Models • Models can be used to represent systems and their interactions.

• Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.

Stability and Change • Stability might be disturbed either by sudden events or gradual changes that accumulate over time.

• Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

Energy and Matter • Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.

• The transfer of energy can be tracked as energy flows through a designed or natural system.

Scale, Proportion, and Quantity • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

• Scientific relationships can be represented through the use of algebraic expressions and equations.

Disciplinary Core Ideas PS4.A: Wave Properties • A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.

• A sound wave needs a medium through which it is transmitted.

ETS1.A: Defining and Delimiting Engineering Problems • The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

ETS1.B: Developing Possible Solutions • There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.

• A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.

• Models of all kinds are important for testing solutions.

• Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

PS2.A: Forces and Motion • The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.

• All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

• For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).

PS4.B: Electromagnetic Radiation • ThWhen light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.

• The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.

ETS1.C: Optimizing the Design Solution • The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

• Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.

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Physical Science Lesson Guide Sample 103

C O R R E L A T I O N S

Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence • Science knowledge is based upon logical and conceptual connections between evidence and explanations.

Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World • All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.

• The uses of technologies are driven by people’s needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

Common Core ELA Standards Reading Craft and Structure • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Integration of Knowledge and Ideas • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Key Ideas and Details • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Writing Text Types and Purposes • Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

• Write arguments focused on discipline-specific content.

Research to Build and Present Knowledge • Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

• Draw evidence from informational texts to support analysis reflection, and research.

Speaking and Listening Presentation of Knowledge and Ideas • Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Comprehension and Collaboration • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Common Core Math Standards Math MP.Reason abstractly and quantitatively • CC.K-12.MP.2.Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Define, evaluate, and compare functions.

• Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

MP.Model with mathematics • CC.K-12.MP.4.Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

104 Physical Science Lesson Guide Sample

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C O R R E L A T I O N S Understand the connections between proportional relationships, lines, and linear equations.

• Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Understand ratio concepts and use ratio reasoning to solve problems.

• Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole given a part and the percent.

• Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 21, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

• Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

• Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

Apply and extend previous understandings of numbers to the system of rational numbers.

• Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

MP.Use appropriate tools strategically • CC.K-12.MP.5.Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Use properties of operations to generate equivalent expressions.

• Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”

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Physical Science Lesson Guide Sample 105

106 Physical Science Lesson Guide Sample

Describing Motion Sitting in a train alongside other trains, you might look out the window and be unsure which train is in motion.

Lesson Phenomenon

Students explain the relative motion of trains by understanding that the positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame. Students watch videos to make conceptual connections between evidence and explanations about the relative motion of trains.

(PS2.A) (ETS1.B)

DCI

Students find out how to describe and calculate velocity using proportional relationships and demonstrate that there are many ways to move with an average velocity of 4 m/s. Next, students watch videos that demonstrate the acceleration of various objects and build upon their knowledge by describing how they would demonstrate acceleration.

Students use videos and drawings to understand frames of reference and relative motion. They then plan and carry out an investigation by constructing a model that meets given criteria to describe motion from different reference frames.

MS-PS2-2 MS-ETS1-2

PE

Sample Included p. 18

Students are introduced to relative motion and frames of reference to understand how the go-cart covers distance.

Students create a model of the unit anchoring phenomenon.

Connection to Unit Phenomenon

MS-PS2-1, MS-PS2-2, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how a go-cart is expected to move a certain distance in a given amount of time. Students create a model of the unit’s anchoring phenomenon and revise it as they gain knowledge throughout the unit. To understand the forces and energy behind a go-cart’s performance, students explore concepts that describe motion including reference frame, velocity, and acceleration. Students examine the forces involved in interactions and the effects of forces by taking a look at Newton’s first and second laws. In the unit’s Engineering Challenge, students design, build, test, and modify a model go-cart that can withstand collisions while being safe for riders. In the unit’s Performance Assessment, students take on the role of an engineer to evaluate the safety of modern go-carts. What will students take into consideration as they evaluate the structure and materials necessary in keeping go-cart riders safe?

Unit Progression:

CCC

Modern go-carts are equipped with safety features to prevent injuries. In developing those safety features, engineers must think about collision forces and their effects. Students learn about forces, mass, speed, velocity, and acceleration to understand the best ways to keep riders safe.

Unit Storyline:

3D Learning Progression

A go-cart covers a certain distance in a given amount of time as it moves around a track.

Anchoring Phenomenon:

Unit Progression: Forces

Forces and Energy U N I T P R O G R E S S I O N S

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Students watch a rocket launch, and think about how the rocket is able to get off the ground relative to forces and motion. Students form hypotheses and then conduct a short research project to confirm their understanding of rocket motion and Newton’s third law. (PS2.A) (ETS1.B) (ETS1.A)

Students find out what would happen to a wrench thrown in outer space by considering how the motion of an object is determined by the sum of the forces acting on it. Students then make up a story about the wrench that involves Newton’s laws. (PS2.A) (ETS1.A)

Students take on the role of engineers to design, build, test, and modify a model of a safe go-cart that can withstand collisions.

Students use their understanding of forces and motion in designing their models. (PS2.A) (ETS1.B) (ETS1.C)

Effects of Forces If an astronaut throws a wrench in outer space with no other forces acting on it, the wrench will continue moving forever.

Engineering Challenge Design, build, test, and modify a model go-cart which can withstand collisions.

The designs must prove to be safe for riders. Consider the forces involved in the collisions and use Newton’s Laws to inform the designs.

DCI

Forces in Interactions It takes an enormous amount of fuel to launch a rocket.

Lesson Phenomenon

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Taking into account systems and their interactions, students design a blueprint of their models. Then they construct and test their designs.

Students examine net force and balanced/unbalanced forces by understanding stability and change.

Students draw force arrows on videos and images, perform calculations, and use a simulation to model forces. Students learn Newton’s first and second laws and apply them to images and videos by using F=ma to calculate force, mass, and acceleration.

Students define Newton’s third law and apply it to situations in videos and images. Then, understanding and using proportional relationships, they come up with their own examples that involve Newton’s third law.

CCC

PE

Students and teacher come up with MS-ETS1-3 criteria and constraints for their MS-ETS1-4 models and answer questions to prepare for developing the models.

Students repeat tests on the models by dropping a ball down a track from different heights to apply different amounts of force. They modify their designs along the way.

Students play a game and plan and MS-PS2-2 carry out an investigation demonMS-ETS1-1 strating how the change in an object’s motion depends on the sum of the forces on the object and the object’s mass.

Students develop and use a model MS-PS2-1 that shows forces using arrows on MS-ETS1-1 videos and images. Then they calculate the force needed to lift certain objects. Students test a hands-on model and create drawings for a zipline return system.

SEP

Sample

Students can compare their Included models to the go-cart in the p. 75 anchoring phenomenon and see how the forces may be different for each given factor such as mass, distance, and acceleration. Students revise their model of the anchoring phenomenon.

Students determine the net force and balanced/unbalanced forces acting upon the go-cart as it accelerates. Students use this information to make revisions to their model of the anchoring phenomenon.

Sample Students think about the Included forces necessary to make p. 24 he go-cart go around the track and accelerate. Ask students what factors the go-cart must overcome (e.g., friction, gravity, mass) to move. Students make revisions to their model of the anchoring phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 107

Performance Assessment A go-cart covers a certain distance in a given amount of time as it moves around a track.

Lesson Phenomenon

Students act as engineers for GoGo Go-Carts and consider safety and fun as they analyze the forces exerted on the go-carts and how mass and speed affect the forces in collisions.

DCI Understanding stability and change in designed systems, students calculate and interpret go-cart data and use Newton's laws to explain what happens in a crash scenario.

CCC Students plan and carry out an investigation to test independent and dependent variables and controls on the go-carts and which criteria and constraints should be used to determine whether each design is safe.

SEP MS-PS2-1 MS-PS2-2

PE Students explain how a go-cart moves and accelerates around a track and use their model of the anchoring phenomenon to support their argument.

Connection to Unit Phenomenon Sample Included p. 87

U N I T P R O G R E S S I O N S

108 Physical Science Lesson Guide Sample

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Gravity When a piece of paper is placed on top of a book and both objects are dropped together, they fall straight to the ground; the paper does not flutter.

Lesson Phenomenon

Students observe what happens when a piece of paper is placed on top of a book and both are dropped simultaneously as students explore the types of interactions and gravitational forces between two masses. (PS2.B)

DCI Students use models (drawings) to represent systems and their interactions and to understand that fields exist where there are noncontact forces such as gravitational force.

Students examine the effects of air resistance and understand the relationships between gravitational force, acceleration, and mass. Students investigate how mass affects gravitational force by using simulations and constructing arguments supported by evidence.

MS-PS2-4 MS-PS2-5

PE

Students explore the effects of gravity upon an object’s mass.

Students create a model of the unit’s anchoring phenomenon.

Connection to Unit Phenomenon

MS-PS2-3, MS-PS2-4, MS-PS2-5, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how drones use noncontact forces to defy gravity.

Students create a model of the unit’s anchoring phenomenon and revise it throughout the unit using their knowledge.

First, students investigate how mass affects gravitational force. Next, students examine electric charges, currents, and circuits. Students explore magnetic fields by building electromagnets and motors. Last, in the Performance Assessment, students analyze a drone’s motor and explain how it works. Using what they know, what will students include in their explanation of how gravity and mass affect a drone’s flight?

Unit Progression:

CCC

To get off the ground, a drone must defy gravity. Drones typically have four propellers and operate via electromagnetism.

Students learn about gravitational forces, electric forces, magnetic forces, and electromagnetism to understand how drones work.

Unit Storyline:

3D Learning Progression

Drones are able to overcome gravity.

Anchoring Phenomenon:

Unit Progression: Noncontact Forces

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 109

Students construct explanations for what happens when someone reaches for a door knob and experiences a shock; students find out about electric forces and the magnitude of their charges. (PS2.B) (ETS1.B) (ETS1.C)

Students examine how headphones and speakers work by applying their understanding of electromagnetic forces, currents, and the distances between interacting objects. (PS2.B) (ETS1.B) (ETS1.C)

How do drones defy gravity?

Students answer this question by analyzing a drone’s motor, detailing how it works, and explaining the gravitational force upon its mass.

Magnetism and Electromagnetism Headphones and speakers use wires and magnets to deliver sound to your ears.

Performance Assessment Drones are able to overcome gravity.

DCI

Electricity Sometimes you experience a shock or even see a spark as you reach for a doorknob.

Lesson Phenomenon

110 Physical Science Lesson Guide Sample Students use magnets, paperclips, and a ruler to demonstrate the cause and effect relationships behind two factors that affect the strength of a magnetic field.

Understanding that models can be used to represent systems and their interactions, students build a simple motor to find out how motors work.

Students also model magnetic fields using bar magnets and iron filings.

Students discover the cause and effect relationships behind how static electricity works in terms of electric charge and electric force.

Students try various hands-on activities involving static electricity.

CCC

Students ask questions and investigate a gif of an engineer's drone motor design and then analyze the data that an engineer collected while modifying the design of the motor.

Students build and test an electromagnet to determine the factors that affect electromagnetic force.

Students plan and carry out an investigation on a hand-crank flashlight and work to improve the design.

Modeling electric fields, students ask questions and experiment with a simulation of electric fields.

Students examine electric current and circuits, draw circuit diagrams, and build a circuit.

SEP

MS-PS2-3 MS-PS2-4 MS-PS2-5

MS-PS2-3 MS-PS2-5 MS-ETS1-4

MS-PS2-3 MS-PS2-5

PE

Students explain how a drone can become airborne by defying gravity. Students use their model to support their explanation.

Students examine how electromagnetic motors work and apply this knowledge to the workings of a drone.

Students make final revisions to their model of the anchoring phenomenon.

Students understand the electrical circuitry required to make a drone work. Students revise their model of the anchoring phenomenon.

Connection to Unit Phenomenon

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Forms of Energy A pendulum boat ride cannot swing forever under the force of gravity.

Lesson Phenomenon

Students observe a pendulum boat ride and use their knowledge of conservation of energy and energy transfer to determine what happens to the energy of the pendulum as a result of friction and gravity. (PS3.A) (PS3.B) (PS3.C)

DCI

Understanding that models can be used to represent systems and their interactions, students model kinetic energy transfers using drawings and analyze situations in which energy changes but is always conserved.

Students relate energy to forces as they examine potential energy and kinetic energy and develop a model to demonstrate the forces.

MS-PS3-2 MS-PS3-5

PE

Students find out about the forms of energy acting upon an object in motion. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-PS3-1, MS-PS3-2, MS-PS3-5, MS-ETS1-2, MS-ETS1-4

Performance Expectations:

SEP

In exploring kinetic and potential energy, students are introduced to the unit's anchoring phenomenon of how a Rube Goldberg machine causes a chain reaction of effects. Students create a model of the anchoring phenomenon and revise it throughout the unit. Students examine the forms of energy and investigate the transformations between kinetic and potential energy. Students measure kinetic energy and discover the relationships between kinetic energy, mass, and speed. Students find out about potential energy in systems. In the unit’s Engineering Challenge, students design musical instruments. In the unit’s Performance Assessment, students analyze what is happening in a Rube Goldberg machine, and construct arguments regarding energy transformations, graph the relationship between mass and kinetic energy, investigate the relationship between kinetic energy and speed, and model energy transformations with drawings. Using what they know about kinetic and potential energy, what will students include in their arguments for how a Rube Goldberg machine demonstrates the transfers and transformations of energy?

Unit Progression:

CCC

A Rube Goldberg machine is any complex machine that involves a chain reaction of mechanisms. Learn the different types of energy, as well the ways energy can transfer and transform, to understand how a Rube Goldberg machine works.

Unit Storyline:

3D Learning Progression

One small action in a Rube Goldberg machine causes a chain reaction of effects.

Anchoring Phenomenon:

Unit Progression: Kinetic and Potential Energy

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 111

Students watch a video of a wrecking ball and consider what factors affect how hard it hits an object by examining how kinetic energy is proportional to the mass of the moving object and grows with the square of its speed. (PS3.A) (ETS1.B) (ETS1.C)

How does a firework transform from a cardboard-covered object to a ball of fire in the sky? Students consider the types of potential energy involved in fireworks as they explore the relationship between energy and forces. (PS3.A) (ETS1.B) (PS3.C)

Students are tasked with designing a simple instrument as part of a community service project. Students define the problem and then come up with the criteria and constraints.

They also create a rubric for evaluating one anothers’ designs. (ETS1.B) (ETS1.A)

Students work as research physicists studying energy and explain how a small action in a Rube Goldberg machine causes a chain reaction of effects with the understanding that when the motion energy of an object changes, there is inevitably some other change in energy at the same time.

Potential Energy in Systems A firework transforms from a small, cardboard-covered object to a large explosion of fire in the sky.

Engineering Challenge Design musical instruments based on principles of energy conservation, transfer, and transformation.

Performance Assessment One small action in a Rube Goldberg machine causes a chain reaction of effects.

DCI

Measuring Kinetic Energy A wrecking ball causes more damage when it's bigger or swung from further away.

Lesson Phenomenon

112 Physical Science Lesson Guide Sample Students visit stations that represent systems and their interactions to record information, identify gravitational potential energy. At each station, students draw logical connections between the video and their understanding of the scientific principles.

Understanding that models can be used to represent systems and their interactions, students investigate a skate park simulation to understand gravitational potential energy.

They give short presentations to demonstrate relationships between potential energy, distance above the ground, and mass.

Students graph the relationships between kinetic energy and mass as well as kinetic energy and speed. Students then determine whether these relationships are proportional, linear, both, or neither by understanding how proportional relationships among different types of quantities provide information about the magnitude of properties and processes.

CCC

PE

Students develop a model to describe unobservable mechanisms by drawing diagrams of gravitational potential energy and magnetic potential energy.

MS-PS3-1 MS-PS3-2 MS-PS3-5

Students design and construct a mu- MS-ETS1-1 sical instrument. They perform the MS-ETS1-2 use of the instrument and describe the transformations and transfers of energy. Students evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

Students develop and use a model MS-PS3-2 by using simple objects to represent MS-ETS1-2 electric charges and electric forces.

They think about what happens to potential energy when they push objects closer together or pull them apart. Students also model other forms of potential energy and energy conversions through hands-on experiments at stations.

Students watch demonstrations and MS-PS3-1 videos to observe how kinetic enMS-ETS1-4 ergy relates to mass and speed and then make predictions about how changes in mass or speed affect kinetic energy. Students develop and test wrecking ball models to see how mass and speed affect kinetic energy.

SEP

Students use what they know to explain the kinetic and potential energies in a Rube Goldberg machine. Students use their model of the anchoring phenomenon to support their explanation.

Students review the principles of energy conservation, transfer, and transformation by creating a musical instrument.

Students find out how energy can transfer and transform as they observe exploding fireworks. They use this knowledge to make revisions to their model of the anchoring phenomenon.

Students gain an understanding of kinetic energy as it relates to mass and speed.

Ask students which objects (e.g., balls, levers, springs) might work best in a Rube Goldberg machine. Students make revisions to their model of the anchoring phenomenon.

Connection to Unit Phenomenon

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Thermal Energy and Heat A heater in a classroom provides heat, but the temperature in the room stays the same.

Lesson Phenomenon

Students think about how a classroom can remain the same temperature even though a heater is on as they explore how energy is spontaneously transferred out of hotter regions or objects and into colder ones. (PS3.B) (PS3.A)

DCI

Exploring energy and matter, students use images and construct arguments to understand relationships between thermal energy, heat, temperature, and thermal equilibrium. Students then make posters depicting a scene with the three different types of heat transfer: conduction, convection, and radiation.

Students plan and carry out investigations as they design and conduct experiments to determine relationships between thermal energy, temperature, mass, state of matter, and type of matter.

MS-PS3-4 MS-PS3-5

PE

Students are introduced to the difference between thermal energy and heat. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-ETS1-3

Performance Expectations:

SEP

Students find out about thermal energy as they are introduced to the unit's anchoring phenomenon of how jackrabbits’ long ears help them survive in the desert heat. Students create a model of the anchoring phenomenon and revise it throughout the unit. In their exploration of thermal energy, students first determine the difference between thermal energy and heat. Next, they investigate the thermal properties of matter by comparing heat capacities of sand and water and taking a closer look at thermal conductivity. In the unit’s Performance Assessment, students act as designers for a thermos company and use what they know to design, construct, and test a thermos that is suitable for keeping things cold in an desert. What ideas about thermal energy, heat transfer, and physical properties will students use to help them explain how jackrabbits’ ears help the animals survive the desert heat?

Unit Progression:

CCC

Take on the role of a designer for a company that makes camping gear. Using your understanding of thermal energy, heat transfer, and physical properties, determine the best materials for a thermos to be used in the desert. You will build and test models of your designs.

Unit Storyline:

3D Learning Progression

Jackrabbits' ears help them survive in the extreme heat of the desert.

Anchoring Phenomenon:

Unit Progression: Thermal Energy

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 113

Students determine why the desert has large temperature swings between day and night as they find out how the relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Students construct an argument for what kind of terrain would be best for a park. (PS3.B) (PS3.A) (ETS1.B) (ETS1.C)

Understanding heat transfer in the desert and the conservation of energy, students apply what they know to explain how a jackrabbit’s ears help it survive desert heat.

Performance Assessment Jackrabbits' ears help them survive in the extreme heat of the desert.

DCI

Thermal Properties of Matter Deserts are hot during the day, with average daytime temperatures of 38°C, but they can be as cold as -4°C at night.

Lesson Phenomenon

Students act as designers for a thermos company as they design, construct, and test a thermos that can be used in the desert with the understanding that the transfer of energy can be tracked as energy flows through a designed system.

Students determine whether sand or water has a higher heat capacity by conducting an experiment using cause and effect relationships.

Students use knowledge of heat capacity and thermal conductivity to determine the best material for a waffle maker. They also distinguish objects as thermal conductors or thermal insulators.

CCC

Students decide on the criteria and constraints for their thermos designs, plan for an investigation that would test how well the design performs, and then analyze and interpret data from test results.

Students plan and carry out an investigation to track temperature as ice changes to water and water changes to water vapor. They use this information to understand the relationship between thermal energy and changes of state.

SEP

MS-PS3-3 MS-PS3-4 MS-PS3-5 MS-ETS1-3

MS-PS3-3 MS-PS3-4 MS-ETS1-3

PE

Students can explain how a jackrabbit’s ears transfer thermal energy from its body to the air, helping it to stay cool in the desert. They use their model of the anchoring phenomenon to support their explanation.

Students understand the thermal properties of matter. They explore the extreme temperature swings in a desert and apply this to their knowledge of a jackrabbit’s ears. Students revise their model of the anchoring phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

114 Physical Science Lesson Guide Sample

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Atoms and Elements Balloons have more mass when filled with air, despite air being invisible to the eye.

Lesson Phenomenon

Understanding that substances are made from different types of atoms, students differentiate between energy and matter using observational data.

(PS1.A) (ETS1.A)

DCI

Students explore the atomic scale and identify the sizes of different objects using models to study systems that are too small.

Students investigate how scientists engineered tools to observe atoms.

Students determine the criteria and constraints necessary to provide a solution to the problem of seeing atoms directly.

MS-PS1-1 MS-ETS1-1

PE

Students think about characteristics or properties that would be beneficial for stage makeup and then determine how the mass of a substance might affect the final makeup product.

Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-PS1-1, MS-PS1-2, MS-ETS1-1

Performance Expectations:

SEP

Students are introduced to the unit’s anchoring phenomenon of how chemists must account for the properties of the substances they will use to create stage makeup and create a model to explain the phenomenon. In this unit, students explore atoms and elements. Students use different tools to model simple molecules and more complex extended structures. Students examine different properties that can be used to identify a substance, and perform experiments to identify an unknown substance from others that look similar but have different properties. Students revise their initial model throughout the unit.

How can students use their understanding of matter to identify the best substance to create stage makeup?

Unit Progression:

CCC

Analyze the properties of three different materials to identify the best material for a makeup pen to be used to transform actors into aliens. Then, write a pitch promoting the material you chose by describing its solubility, density, and suitability to use as alien makeup. Additionally, research the chemical formula and structure of a substance that makes up your material.

Unit Storyline:

3D Learning Progression

To create stage makeup, chemists must account for the properties of the substances they will use.

Anchoring Phenomenon:

Unit Progression: The Composition of Matter

Matter

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 115

Students are challenged to figure out how the millions and millions of types of materials in the world are composed of some combination of only 92 different types of atoms.

Students explore how atoms form molecules that range in size as they describe relationships between molecular components as individual atoms, connected molecules, or repeated units in extended structures.

(PS1.A)

Students determine that each pure substance has characteristic physical and chemical properties that can be used to identify it.

Students observe a series of objects and make predictions on their mass, volume, and density. Students take measurements to determine the objects’ densities and understand that some liquids do not mix with other liquids, but form distinct layers instead. (PS1.A) (PS1.B)

To create stage makeup, chemists must account for the properties of the substances they will use. Students determine a makeup pen base and make a recommendation by comprehending that substances are made from different types of atoms, which combine with one another in various ways.

Substances and Their Properties Some liquids do not mix with other liquids, so they form distinct layers when poured in a bottle.

Performance Assessment To create stage makeup, chemists must account for the properties of the substances they will use.

DCI

Molecules and Extended Structures The millions and millions of types of materials in the world are composed of some combination of only 92 different types of atoms.

Lesson Phenomenon

116 Physical Science Lesson Guide Sample Using a model to study systems that are too small, students discuss whether the substance used in the pen base is a molecule or an extended structure, and record the chemical formula of the substance.

Understanding that macroscopic patterns are related to the nature of microscopic and atomic-level structures, students investigate the solubility of various liquids in water or oil, and then develop their own investigation to determine the solubility of solids in various liquids.

Interpreting scale, proportion, and quantity, students use models to analyze simple molecules and extended structures that vary in complexity and atomic composition.

CCC MS-PS1-1

PE

By analyzing and interpreting data, students create a pitch explaining the chemical formula, molecular structure, and description of properties of one of the substances in the makeup pen to convince a client to choose the recommended base for the makeup pen.

K-ESS2-2

Analyzing and interpreting data to MS-PS1-2 determine similarities and differences, students apply their knowledge of properties to identify unknown substances found at a fictional crime scene.

Students develop and use models to describe why the behavior of substances depends on their structures at atomic and molecular levels.

SEP

Students evaluate three non flammable bases—mineral oil, petroleum gel, and olive oil— for use in a makeup pen.

Students present their pitch to the class. Students summarize their findings from the unit and make final revisions to their model.

Students think about how the density of substances might affect stage makeup. Students also consider how the flammability of substances might affect stage makeup.

Students make comparisons between the base and pigment of a permanent marker and the base and pigment of stage makeup. Using their knowledge, students revise their model of the anchoring phenomenon.

Students determine that the types and structures of atoms in substances used to create stage makeup are important.

Students evaluate whether they would expect to find noble gases in substances used to create stage makeup. Based on their research and scientific studies, students determine whether or not they should use coal in their stage makeup pen base. Students examine the molecular structures of mineral oil, olive oil, and petroleum jelly and then revise their initial models of matter to include the structure of molecules.

Connection to Unit Phenomenon

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The Motion of Particles Drops of food coloring dissolve into water at very different rates depending on the temperature of the water.

Lesson Phenomenon

Students observe that drops of food Students analyze the cause and coloring dissolve into water at very effect of pressure and temperature different rates depending on the on particle motion. temperature of the water. Students predict state changes as a result of pressure and temperature changes.

(PS1.A)

DCI

Students describe macroscopic particle motion and temperature changes in a system and develop a model that predicts and describes changes in particle motion, temperature, and states of a pure substance under given conditions.

MS-PS1-4

PE

Students create models of the anchoring phenomenon that include these components: a pure substance in one of the states of matter; particles; the system within which the particles are contained; and the motion of the particles.

Connection to Unit Phenomenon

MS-PS1-4, MS-PS1.A, MS-PS3.A

Performance Expectations:

SEP

Students are introduced to the unit’s anchoring phenomenon of ice melting when it is left out and water seeming to disappear when it boils, and create a model to explain the phenomenon. In this unit, students focus on using more models to describe and predict states of matter in terms of particle motion. Next, students explore the motion of particles as they relate it to heat, temperature, and state changes with hands-on experiments. Students revise their initial model of the anchoring phenomenon throughout the unit. Using their knowledge, students write a letter to an alien visiting Earth.

In the letter, how would students explain how a molecule of water on Earth changes state and compares with state changes on the alien’s planet?

Unit Progression:

CCC

The particle motion of atoms and molecules results in the three common states of matter that can be observed—solid, liquid, and gas. Write a letter to an alien visiting Earth that explains how a molecule of water on Earth changes state and compares with state changes on the alien’s planet.

Unit Storyline:

3D Learning Progression

Ice eventually turns into water when it is left out, and water boils and seems to disappear when it is heated.

Anchoring Phenomenon:

Unit Progression: States of Matter

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 117

After observing how water droplets appear on a cold can of liquid in a warm room, students apply their understanding of the transference of energy due to temperature differences between two objects.

(PS3.A)

Concluding that a substance’s state of matter changes depending on the temperature and pressure of the environment it is in, students write a letter that explains the structure and properties of matter using the motion of particles and how thermal energy affects the state of matter.

Performance Assessment A substance’s state of matter changes depending on the temperature and pressure of the environment it is in.

DCI

Heat, Temperature, and State Changes In a warm room, water droplets form on a can of cold liquid.

Lesson Phenomenon

Students write letters that describe the cause-and-effect relationships between melting and boiling points of dihydrogen monoxide (water) on our planet as well as the motions of the particles of water as a solid, liquid and gas.

Students deepen their understanding of cause and effect and how state changes occur as they differentiate between a substance’s thermal energy and the heat it gains or loses while predicting the direction of heat flow between two objects.

CCC

PE

Students develop a conceptual non-visual model in the form of a letter that describes components, their interactions, and their relation to the real world.

MS-PS1-4

Students develop a model that MS-PS1-4 predicts and describes phenomena while allowing for qualitative comparison of thermal energy of two objects and the associated motions of particles as a result of the objects coming into contact with each other. Students also describe the macroscopic changes in a system in terms of heat, thermal energy, temperature, and thermal equilibrium.

SEP

Students share their understanding of states of matter by writing to an alien pen pal explaining the natural phenomena of states of matter and using their unit model.

Students discover how the motion of particles is related to the thermal energy of a substance and the heat it gains or loses from other substances. Using this knowledge, students revise their initial models of matter.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

118 Physical Science Lesson Guide Sample

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Identifying Chemical Reactions Mixing vinegar and baking soda causes the substances to bubble up and spill over a container’s edge.

Lesson Phenomenon

Students evaluate how new Students understand the cause substances from chemical reactions and effect relationships between have different properties from those reactants to predict phenomena. of the reactants as they mix vinegar and baking soda and observe the bubbles rising. Students also learn how medicines are evaluated in clinical trials. (PS1.A) (PS1.B) (ETS1.B)

DCI

Students analyze and interpret test data on the properties of reactants and products to determine whether or not a chemical reaction has occurred by mixing vinegar and baking soda.

MS-PS1-2 MS-ETS1-2

PE

Students predict whether they think hot packs and butane stoves involve chemical reactions. Students explain why, citing evidence that the properties of the substances changes. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-PS1-2, MS-PS1-3, MS-PS1-5, MS-PS1-6, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the anchoring phenomenon of survival kits and the portable gear they contain, specifically hot packs and butane torches, and develop an initial model to explain it. In this unit, students identify chemical reactions by exploring atoms and energy in chemical reactions. Students learn about chemical engineering and society as they research different substances that have had impacts on society. Students design, build, and optimize a hot pack to meet the unit’s engineering challenge. Using what they know, students revise their initial model throughout the unit. Do students have what it takes to create devices for survival outdoors in the elements?

Unit Progression:

CCC

The newest season of “The Next Top Survivalist” is looking for contestants, and you’ve been asked to audition! To prepare, you will explore how chemical reactions can help people survive when caught unaware in the wilderness.

Unit Storyline:

3D Learning Progression

Survival kits often include portable gear, such as hot packs and butane torches, that can be activated at a moment’s notice.

Anchoring Phenomenon:

Unit Progression: Chemical Reactions

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 119

Students consider scientific principles Students explore ways in which the as they are introduced to a real-world transfer of energy can be tracked. problem of needing a device that releases thermal energy, such as a hot pack. (PS1.B) (ETS1.B) (ETS1.A) (ETS1.C)

Engineering Challenge

When magnesium is lit on fire versus a piece of chicken that is lit on fire, students understand how the transfer of energy in chemical reactions can be tracked by temperature changes as they compare what happens.

Students analyze what steps are involved in testing and improving hand warmers as they explore how some chemicals release energy while other store it. (PS1.B) (ETS1.B) (ETS1.C)

Energy in Chemical Reactions When magnesium is lit on fire, it burns with a bright light.

In contrast, when chicken is lit on fire, it changes color from pink to white.

Students explore energy and matter when they see how equations model conservation of matter in chemical reactions and discover how green medicines are engineered.

CCC

Students identify substance properties that can be used as evidence that a chemical reaction has occurred. (PS1.B) (ETS1.B) (ETS1.C)

DCI

Atoms in Chemical Reactions Burning steel wool causes the mass of the steel wool to increase.

Lesson Phenomenon PE

120 Physical Science Lesson Guide Sample Students design, build, and optimize a hot pack that meets the criteria and constraints they determine as a team. Students use a rubric to evaluate their work.

Students find out about the energy in chemical reactions as they plan and carry out an investigation on exothermic and endothermic reactions that are used in chemical hand warmers or cold packs.

MS-PS1-6 MS-ETS1-1 MS-ETS1-2 MS-ETS1-4

MS-PS1-6 MS-ETS1-4

Students develop and use a model MS-PS1-5 to describe atoms before and after MS-ETS1-3 a chemical reaction as they observe how burning steel wool causes the mass of the steel wool to increase the changes to substances.

SEP

As a formative assessment to gauge student understanding, students are presented with an engineering challenge (with criteria and constraints) and use connections from previous lessons to construct, test and modify a hot pack that can be used in a survival kit.

Using scientific terms, students identify and explain what types of chemical reactions (releasing or absorbing energy) must occur for hot packs and butane stoves to work. Using this knowledge, students revise their initial model of the anchoring phenomenon.

Students determine that calcium chloride and water are the reactants they will use in their hot packs later in the performance assessment.

Students use their models to predict the products when CaCl² mixes with H²O. Students use the appropriate element cards to show how they think the atoms will be rearranged during the reaction.

Connection to Unit Phenomenon

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Students discover how plastics have been improved through engineering as they explore how substances react chemically in characteristic ways. (PS1.A) (PS1.B) (ETS1.A)

Understanding that survival kits often include portable gear that can be activated at a moment’s notice, students identify the characteristics of the hot pack and butane torch designs that perform the best.

Performance Assessment Survival kits often include portable gear, such as hot packs and butane torches, that can be activated at a moment’s notice.

DCI

Chemical Engineering and Society Faux leather is made from synthetic materials but can serve the same functions as real leather.

Lesson Phenomenon

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Using the knowledge gained by exploring common survival kits contents such as hot packs and butane torches, students assess how materials can be shaped and used.

Students understand that structures can be designed to serve particular functions as they examine how faux leather is made from synthetic materials but can serve the same functions as real leather.

CCC

PE

Students create a short video-clip to communicate information that demonstrates the supplies necessary to make a survival pack for the reality TV show, “The Next Top Survivalist.”

MS-PS1-2 MS-PS1-3 MS-PS1-5 MS-PS1-6

Students find out why chemicals MS-PS1-3 and chemical reactions are important MS-ETS1-1 to society as they research by gathering, reading, and synthesizing information from multiple appropriate sources, and investigate different substances that have had profound impacts on society.

SEP

Survival kits often include butane stoves and hot packs.

Students use what they know to design, build, and optimize a hot pack and to explain what happens when butane burns including the properties before and after burning. Students include if a chemical reaction took place, and create the chemical equation for the reaction. Students finalize their initial model of the anchoring phenomenon.

Students recall that calcium chloride was used to create hot packs during the engineering challenge. Gathering information from a variety of sources, students conduct responsible research on synthetic materials such as calcium chloride that are used in manufacturing products and everyday applications.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 121

122 Physical Science Lesson Guide Sample

Types of Waves At many sporting events, members of the crowd stand up and lift their hands in a pattern that people call "doing the wave."

Lesson Phenomenon

Does the “wave” seen at sporting events demonstrate actual wave behavior? Students explore this phenomenon as they compare wave properties in the way people move when doing the “wave” to the way particles move in an ocean wave, a waving flag, and a sound wave.

(PS4.A)

DCI

Students watch videos of a variety of phenomena and use their model of waves to argue whether the phenomenon in each video is a wave. Students use dance moves to model different patterns of motion in waves.

In defining waves, students make waves with a variety of materials and develop a model of waves based on their investigation.

MS-PS4-1

PE

Students are introduced to the types of mechanical waves and their behavior. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-PS4-1, MS-PS4-2, MS-ETS1-1, MS-ETS1-2, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how erosion from wave action is threatening the future of Las Olas Hermosas Restaurant on the coast of California by eroding the cliff where it sits faster than the surrounding area.

Students create a model of the anchoring phenomenon and use what they know to revise it throughout the unit. To understand what is happening in the unit phenomenon, students first examine the different types of waves and their properties.

Next, students explore wave energy and the way that waves behave across different media. In the unit’s Engineering Challenge, students research, design, test, and optimize a structure used to prevent erosion of the coast. Last, students write a proposal for an engineering solution to prevent the erosion of the cliffs near the Las Olas Hermosas Restaurant. Using what they know, can students explain how their proposed design will be effective against erosion?

Unit Progression:

CCC

Las Olas Hermosas restaurant sits atop a steep cliff which is being eroded by massive winter waves. Learn about the properties of waves, wave energy, and how waves travel through different media to help write a proposal to solve Las Olas's erosion problem.

Unit Storyline:

3D Learning Progression

Waves are eroding the coastline near the Las Olas Hermosas Restaurant more than the surrounding beaches.

Anchoring Phenomenon:

Unit Progression: Mechanical Waves

Waves U N I T P R O G R E S S I O N S

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Students find out about a surfing contest held at Mavericks and explain the properties of waves that are measured and used to predict surfing conditions. (PS4.A)

Students observe a video of a wave energy converter and develop possible solutions as they discuss the factors that determine whether a location is good for building wave energy converters. (PS4.A) (ETS1.A) (ETS1.B)

Why does the sound of a finger tapping on a desktop seem louder and lower in pitch than when your ear is pressed to a desk? Students answer this question as they examine properties of waves moving through different media. (PS4.A) (PS4.B) (ETS1.B)

Wave Energy Wave energy converters produce more electricity in some locations than in other locations.

Waves in Different Media The sound of your finger tapping on a desktop seems much louder and lower pitched when you press your ear to the desk.

DCI

Properties of Waves Huge waves form at Mavericks, and scientists, surfers, and weather forecasters can predict when they will occur up to 48 hours in advance.

Lesson Phenomenon

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Students use their knowledge of cause and effect to model waves moving across a boundary between media by lining up and marching.

Using this model, they observe refraction of waves and incorporate it into their model of waves.

Students identify patterns in data on wave energy and amplitude, then analyze the data to determine the mathematical relationship between the two wave properties.

Using their understanding of patterns, students create waves with their bodies, receiving instructions on how to make them through a game of Simon Says. Students then compare ways the waves can differ from one another.

CCC

MS-PS4-1 MS-ETS1-1 MS-ETS1-2

MS-PS4-1

PE

Students use springs and ropes to MS-PS4-2 develop and use a model of waves MS-ETS1-4 that demonstrates how waves interact with the boundaries between media. They observe and describe absorption, transmission, and reflection of waves in the springs and rope.

Engaging in an argument from evidence, students explain how the properties of waves affect the amount of energy carried by those waves, and how that influences which locations are good for building wave energy converters.

Students plan and carry out an investigation to measure the properties of waves. They graph their data and analyze the patterns to determine what relationships exist between variables and then compare their data to data from near the Las Olas Hermosas Restaurant.

SEP

Students discover what happens when waves interact with the media they travel through causing them to refract as they move into shallower water. Ask students to predict what might happen when ocean waves increase or sea levels rise.

Students revise their anchoring phenomenon model.

Students understand wave energy and amplitude. Students can discuss the difference in wave height at Las Olas that are a result of seasonal influences. Students revise their anchoring phenomenon model.

Students explore wave properties and use what they know to understand the wave action in the Las Olas Hermosas Restaurant location. Students revise their anchoring phenomenon model.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 123

Students are hired by the Monterey Bay National Marine Sanctuary (MBNMS) to develop possible solutions to help prevent the erosion of the sandy beaches that line Monterey Bay and affect residents of Sand City by evaluating and designing appropriate erosion prevention measures. (ETS1.B)

Students understand the effect of wave erosion upon the coastline near Las Olas Hermosas Restaurant.

Using their knowledge of wave properties, students draw a diagram that shows the path that waves take toward the restaurant and use the diagram to explain why the waves are eroding the peninsula more than the surrounding beaches.

Performance Assessment Waves are eroding the coastline near the Las Olas Hermosas Restaurant more than the surrounding beaches.

DCI

Engineering Challenge Students help the residents of Sand City to research, design, test, and optimize a structure to prevent erosion of the coast, stopping the local highway from suffering major damage.

Lesson Phenomenon

Students design and draw a diagram of a coastal armoring structure that would help prevent erosion of the cliff, using what they know about structure and function.

Understanding structure and function, students construct a model of a sandy beach and then design, build, and test various erosion prevention measures. Students evaluate the efficacy of their designs by collecting data and comparing results.

CCC

PE

Using the data Guillermo collected in their Interactive Student Notebooks, students determine which waves Guillermo should focus on preventing from reaching the cliffs around his restaurant by developing a model to predict phenomena.

MS-PS4-1 MS-PS4-2

Students explore coastal erosion MS-PS4-2 along the Monterey Bay and deter- MS-ETS1-2 mine specific design criteria and constraints by reading a letter from MBNMS. Students identify possible engineering solutions to the coastal erosion problem by reading and evaluating information about different designs. Students then test each of the designs and determine the best characteristics of each to combine into a single design.

SEP

Students summarize what they know about wave properties and energy and how waves move across media. Students use their model of the anchoring phenomenon to support their explanation.

Students use their knowledge gained from the Engineering Challenge to think of different solutions that could mitigate the effects of erosion under Las Olas Hermosas Restaurant. Students make final revisions to their model of the anchoring phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

124 Physical Science Lesson Guide Sample

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The Wave Model of Light An optical illusion can make you see more fish than there really are.

Lesson Phenomenon

Students explore an optical illusion where it appears that there are more fish in a tank than there really are and explain why they see multiple images of the same fish due to how when light shines on an object, it is reflected, absorbed, or transmitted through the object. (PS4.A) (ETS1.B) (ETS1.C)

DCI

Using their understanding of cause and effect relationships, students observe test tubes full of air, water, and oil being placed into beakers full of water and oil, and attempt to explain why the oil-filled test tube disappears when submerged in oil.

Students develop a model to explain MS-PS4-2 light rays and vision by using MS-ETS1-4 cardboard boxes and flashlights to model the way that light rays travel and allow you to see objects.

PE

Students are introduced to how optical illusions are created. Ask students to share any optical illusions they know or enjoy. Can they explain how they occur? Students create a model of the unit anchoring phenomenon.

Connection to Unit Phenomenon

MS-PS4-2, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of the various effects that light creates. Students create a model to help explain the anchoring phenomenon and revise it throughout the unit. Students explore the relationship between light and vision, and identify examples of reflection, absorption, transmission, and refraction of light. Then students deepen their understanding of light waves by applying the properties of mechanical waves, such as frequency and amplitude, to light. In the Performance Assessment, students design a light art piece, write the script for an audio tour explaining each part of the piece, and then present their piece to the class. Can students use their knowledge of light waves to explain the properties of light?

Unit Progression:

CCC

A local art gallery is installing a new show about light and its amazing effects. Create a piece of art for the show that conveys an artistic interpretation of key properties of light such as reflection, absorption, transmission, refraction, and color.

Unit Storyline:

3D Learning Progression

Light creates effects that are not so easy to explain, such as making diamonds sparkle, making lines at the bottom of a pool appear wavy, and making rainbows form near waterfalls.

Anchoring Phenomenon:

Unit Progression: Light Waves

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 125

Students examine how a single object can be many colors depending on the filter it is viewed through by constructing a pair of glasses that filter the light that reaches their eyes. Students discover how when light shines on an object, it is reflected or absorbed through the object, depending on the object’s material and the frequency (color) of the light. (PS4.B)

Students demonstrate an understanding of how light creates various effects by developing a wave model of light in the form of a light art piece.

Performance Assessment Light creates effects that are not so easy to explain such as making diamonds sparkle, making lines at the bottom of a pool appear wavy, and making rainbows form near waterfalls.

DCI

Properties of Light Waves A single object can appear to be many colors depending on the filter you see it through.

Lesson Phenomenon

Examining how structures can be designed to serve a particular function, students create a light art piece that demonstrates the many amazing properties of light.

Students visit stations representing systems and their interactions to investigate the color of a light source, the ways that objects interact with light, and the way your eyes and brain process visual signals that determine the color that objects appear to you.

CCC

Students apply scientific ideas and evidence to construct an explanation for each of the properties of light their art piece demonstrates by writing a script for an audio tour as part of the presentation of their art piece.

Students experiment with prisms to find out how to use them to make a rainbow. They carefully examine the path that light takes as it forms the rainbow, and use it to construct an explanation of how the structure of the prism is designed to carry out its function of making a rainbow.

SEP

MS-PS4-2

MS-PS4-2

PE

Students explain the reasons why light creates certain effects and use their model of the anchoring phenomenon to support their explanation.

Students explore how light creates color and shadow, and the way the eyes and brain process visual signals. Ask students if they have experienced a time when an object’s color appeared differently to them. Why do they think it happened? Students revise their model of the unit phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

126 Physical Science Lesson Guide Sample

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Sending Information Using Wave Pulses When a message is whispered repeatedly during a game of telephone, it changes over time.

Lesson Phenomenon

Students find out how when a message is repeated during a game of “telephone,” the message ultimately changes as they investigate how digitized signals are a more reliable way to transmit information.

(PS4.C) (ETS1.A) (ETS1.B) (ETS1.C)

DCI

Students explore Morse code, and its inputs, processes, and outputs.

Students then compare how long it takes to send a message by moving matter from one place to another to how long it takes to send a message using waves by racing to send messages using both methods.

Students use their experiences in The Great Message Race to discuss the advantages and disadvantages of whispering a message as a communication method as they analyze and interpret data to determine similarities and differences in findings.

MS-PS4-3 MS-ETS1-1 MS-ETS1-2 MS-ETS1-3

PE

Students are introduced to a historical analog method of communication and understand how messages can break down with iterations.

Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-PS4-3, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how the majority of analog devices have been replaced with digital equivalents. Students create a model to explain this phenomenon and revise it throughout the unit. To gain a background to present their argument, students use Morse code to encode messages and then participate in The Great Message Race to compare the effectiveness, speed, and reliability of different methods of sending messages over a distance. In the unit’s Engineering Challenge, students design a communication system that encodes letters, numbers, and symbols using multiple different frequencies of light. Students compare a variety of analog and digital technologies with similar functions. Then, students explore methods that engineers have developed for encoding information digitally, including simple methods to encode text, sound, and images. In the Performance Assessment, students design a TV commercial, radio ad, or billboard which explains to consumers why the digital version of a product is more reliable than the analog version of the product. What will students include in their advertisements to explain the differences between digital and analog products?

Unit Progression:

CCC

Choose a digital product, and compare its reliability to an analog product with a similar function. Then, design an advertising campaign that explains the difference between the digital and analog products and why the digital one is more reliable.

Unit Storyline:

3D Learning Progression

In the past 50 years, the vast majority of analog devices have been replaced with digital equivalents.

Anchoring Phenomenon:

Unit Progression: Waves for Information Transfer

U N I T P R O G R E S S I O N S

Physical Science Lesson Guide Sample 127

Students design a communication system similar to Morse code using multiple different colors of light to make it more efficient while developing and optimizing possible design solutions. Students decide on the way they will represent each character in their system and clearly define how they will evaluate the success of a system.

(PS4.C) (ETS1.B) (ETS1.C)

Students compare a digital signal sender to an analog signal sender as they examine information technologies and instrumentation.

(PS4.C) (ETS1.A)

Students have discovered how the majority of analog devices have been replaced by digital equivalents.

Understanding the use of information technologies and instrumentation, students create an advertising campaign that explains how those different kinds of signals are used for communication purposes.

Analog and Digital Information A Digital Signal Sender is a more reliable way of communicating a phone number than an Analog Signal Sender.

Performance Assessment In the past 50 years, the vast majority of analog devices have been replaced with digital equivalents.

DCI

Engineering Challenge Design a communication system that encodes letters, numbers, and symbols using multiple different frequencies of light. Evaluate your system by using it to send a variety of messages, and make improvements to the system based on your results.

Lesson Phenomenon

128 Physical Science Lesson Guide Sample Comparing structure and function, students research how the digital and analog versions of their product work and then describe the differences that would be experienced when using a digital product and an analog product with a similar function. Students write a scientific explanation about why there are differences between the digital and analog products.

Students compare an analog clock to a digital clock by analyzing structure and function of each. Students determine if measurements taken with analog or digital devices are generally more accurate and how the design of each of the devices affected the way it functioned.

Students examine a video showing fiber optic cables used for communication and determine the structure and function of the cables.

CCC MS-ETS1-3

PE

Students obtain and communicate MS-PS4-3 information to explain how their product works and to evaluate a science testimonial explaining why their product is more reliable than the analog option to use in presenting their TV commercial, radio ad, or billboard.

Students use a model of storing MS-PS4-3 information in an analog format and MS-ETS1-1 a digital format to investigate which format is more reliable.

Students test their communication system using four different kinds of test messages. They analyze and interpret the data from their tests to determine the strengths and weaknesses of their communication system, and compare it to the communication systems developed by other groups and revise.

SEP

Students reflect on and explain the differences between digital and analog devices and determine which is more accurate. Students use their model of the anchoring phenomenon to support their argument.

Students get the opportunity to compare a digital device to its analog equivalent. Ask students if they can come up with other digital/analog comparisons (ex. TVs, phones, DVDs, home appliances, etc.).

Students make final revisions to their model of the anchoring phenomenon.

Students are challenged to work with materials that enable digital messaging. Ask students where they think fiber optic cables are used (e.g., telecommunication, phones, internet, streaming movies, etc.) and compare it to how those services used to be transmitted (e.g., above ground telephone lines, TV antennas, movie theaters or video tapes, etc.). Students make revisions to their model of the anchoring phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

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K I T

M A T E R I A L S

Kit Materials • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Forces and Energy

Balloons Balls, various Bar magnets Bath towel Batteries, size D and AA Beakers, 250 mL Centimeter cubes Cloth, wool Containers, plastic shoebox Cups, various Digital scale Hall’s carriages Magnet, neodymium Masking tape Oven mitts Paper, graph Paper clips Pipe insulation Protractor Rubber bands, #33 Straws String Tape measures Thermometers Cardboard Cotton balls Test tubes, with caps, 10 mL Alligator clip leads Bubble solution Iron filings, 200g Lights, LEDs PVC Pipes Bolts Earbuds Flashlight, hand crank Markers, permanent, black Pliers, needle nose Screwdriver, phillips head Wire, 22 gauge Hydrogen peroxide, 16 oz Tablespoons and Teaspoon Yeast, 1lb Bells, jingle, different sizes Oil, vegetable, 16 oz Candle, tealight Conductometer Matches Sand, fine

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Matter

Baking soda Beakers, 250 mL Calcium chloride Eyedroppers Food coloring Graduated cylinder Magnesium sulfate Measuring teaspoons Mineral oil Salt Sodium carbonate Test tube rack Tongs Toothpicks Thermometers Vinegar Cups, 9 oz Molecular modeling sets Digital balances Balloons, pack Aluminum foil Glass marbles Hydrogen peroxide Isopropyl alcohol Poly balls Steel balls Test tubes, plastic with caps Well plates Wood balls Plastic containers Stopwatch Cardboard boxes C-clamp

Physical Science Lesson Guide Sample 129

K I T

M A T E R I A L S

• • • • • • • • • • • • • • • • • • • • • • • •

Matter continued Clay, modeling Funnel, small Gallium metal Needle, sewing Plastic tubing Test tube, glass Copper tubing Nitrile gloves, medium Balloons Erlenmeyer flask Filter paper Hydrochloric acid Plastic spoons Steel wool Zinc, metal shot Plastic spoons Steel wool Ammonium chloride Calcium chloride Plastic bags, different sizes Plastic powder funnel Calcium chloride Pleather, swatch Leather scrap

• • • • • • • • • • • • • • • • • • • • • • • •

Waves Index cards Food coloring Bottles, plastic Vegetable oil Spring toys String Measuring tapes Sticky notes Stopwatches Clay Craft sticks Nuts, hex Nuts, small coupling Plates, plastic Rubber bands Toothpicks, round Containers, plastic Mesh, roll Gravel Sand Tiles, ceramic Beaker Cardboard boxes Construction paper

130 Physical Science Lesson Guide Sample

• • • • • • • • • • • • • • • • • • • • • • • •

Heat lamp bulb Protractors Sticky notes Test tubes Test tube rack Thermometers Heat lamp Vegetable oil Cardboard boxes Cellophane Spectroscopes Disc cones Whistle Stopwatch Paper fasteners Transparency sheets Color filter set Concave lenses Convex lenses LED flashlights, different colors Markers, water-based Mirror stands Mirrors Triangular prism

View all Program Kit Materials online.

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C R E D I T S

Cover: T: iStockphoto C: Getty Images B: iStockphoto 18: Shutterstock 44: RSBPhoto/ Alamy 46: Wikimedia 47: Pictures from History/Bridgeman Images 48: Shutterstock 49T: Getty Images 49B: Konradbak/ Dreamstime 50: Shutterstock 51T: Shutterstock 51TC: Thinkstock 51TC: Thinkstock 51BC: NASA 51B: Thinkstock 51B: Thinkstock 53: NASA 54T: RSBPhoto/ Alamy 54B: Getty Images 55: Shutterstock 56T: Shutterstock 56B: Shutterstock 57T: Shutterstock 57B: Shutterstock 59: Shutterstock 91T: Shutterstock 91C: Shutterstock 91B: Shutterstock

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Physical Science Lesson Guide Sample 131

Review Guide

Physical Science Review Guide Forces and Energy | Matter | Waves

Physical Science

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