# Motion and Stability: Forces and Interactions

### Students who demonstrate understanding can:

#### Performance Expectations

1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

### Science and Engineering Practices

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

## Planning Curriculum

### Common Core State Standards Connections

#### ELA/Literacy

• RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1)
• RST.11-12.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1)
• WHST.11-12.9 - Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1)

#### Mathematics

• HSA-CED.A.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. (HS-PS2-1)
• HSA-CED.A.2 - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS2-1)
• HSA-CED.A.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1)
• HSA-SSE.A.1 - Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1)
• HSA-SSE.B.3 - Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.â˜… (HS-PS2-1)
• HSF-IF.C.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (HS-PS2-1)
• HSN-Q.A.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS2-1)
• HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1)
• HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1)
• HSS-ID.A.1 - Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)
• MP.2 - Reason abstractly and quantitatively. (HS-PS2-1)
• MP.4 - Model with mathematics. (HS-PS2-1)

## Resources & Lesson Plans

• More resources added each week!
A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
• This is a youtube video of the highlights of the Red Bull space jump, it is 1:21 minutes long. To initiate driving questions for a unit on forces, students might ask: Why did Felix have to wear a spacesuit for the jump? How long was Felix falling? Wh ...

• This is a video of the world’s largest vacuum chamber in which a feather and a bowling ball are dropped at the same time to see which one hits the ground first. This phenomena can be used to elicit driving questions for the unit such as: Why do ...

• This simulation includes a wheeled cart on a horizontal surface that is tied to a mass with a string that passes over a pulley. The mass hangs over the edge of the table, and when the cart is released the mass accelerates down towards the ground. The ...

• This resource includes an interactive simulation of a person in an elevator and can simulate riding upward or downward two different distances. There is a free body diagram of the person next to the image of the elevator and as the elevator moves the ...

• This lesson is in the form of a lesson plan with teacher notes and a video that introduces the various parts of the activity including timed breaks for students to complete hands on activity related to the topic. This lesson introduces aerodynamics u ...

• Students are walked through analyzing data representing  the dropping of a heavy ball and a light ball, making predictions before they see the position vs. time and velocity vs. time graphs for each of these actions. Follow up questions ask abou ...

• This is a description of an inquiry lab in which students use skate boards, timers, length measuring equipment, and students to investigate the relationship between force and acceleration. In the process of their investigation the students will ident ...

• Do you have a great resource to share with the community? Click here.
• All materials from the session can be found in this google folder

Planning Curriculum gives connections to other areas of study for easier curriculum creation.