Link does not work.
Reviewed by: Janet Goodell (Dutton, MT) on 3/11/2022 3:47:52 PM
I could not find this activity.
This resource is a Word document comprising a 5-E lesson sequence about the relationship between force, mass and motion. Components include activities, a video clip, a reading with interactive questions, designing and running an experiment, and discourse. A student handout is available as a separate PDF document.
To access this resource, go to the above URL and scroll down to the lesson called “Force and Motion - Grade 8 (B. Johnson). Click on that link to download the Word document.
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.
Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.
Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.
This resource is explicitly designed to build towards this performance expectation.
Comments about Including the Performance Expectation
This lesson sequence was purposely designed to address the performance expectation. After some preliminary experiences, students plan (and run) their own investigation into the relationship between force, mass and motion. Acceleration is not measured directly, but may be inferred from gathered measurements.
This resource is explicitly designed to build towards this science and engineering practice.
Comments about Including the Science and Engineering Practice
During the “elaborate” phase of the lesson, student groups choose from limited materials to design and run an experiment to determine how changing the mass and the force affect the acceleration of an object. The lesson plan reminds teachers that the students’ resulting lab report or write-up will need to include identification of independent and dependent variables, at least 3 controls explained, and a description of materials and procedure.
This resource is explicitly designed to build towards this disciplinary core idea.
Comments about Including the Disciplinary Core Idea
The activities in the “Explore” portion of this lesson have students compare the motions of objects when either force or mass is changed (but not both). The “Explain” portion grounds students’ observations with a video clip and reading with interactive questions, designed to introduce Newton’s 2nd Law of Motion. The experiment in the “Elaborate” portion has students design experiments to test their conception of how the Law works. This lesson sequence does not directly address the idea of multiple forces acting simultaneously (the sum of forces), nor ideas about why some objects don’t accelerate and sometimes don’t even move (sum of forces is zero). To fully address this Disciplinary Core Idea, teachers will need to address these ideas with students, with an exploration of balanced vs. unbalanced forces and/or Newton’s First Law of Motion.
This resource appears to be designed to build towards this crosscutting concept, though the resource developer has not explicitly stated so.
Comments about Including the Crosscutting Concept
Although the lesson does not overtly use the language of cause and effect, the concept itself is implicit in that students observe how a cause (a change in either mass or force) results in an effect (a change in motion). Students use this cause-effect relationship to predict phenomena by forming hypotheses which they will later test. A teacher will need to point out to students the cause-effect relationships that they are investigating, and that these relationships are forming the basis for the students’ predictions.
The writer of this lesson plan sequence states that the cross-cutting concept of Stability and Change is addressed. This may be because the Performance Indicator links to that concept. The lesson sequence itself does not specifically address the 6-8 practices within Stability and Change.