3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.
Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.
This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.
Comments about Including the Performance Expectation
To best align to this performance expectation, students should have prior experience with gravity as a force that pulls objects down as well as an understanding that an object in motion will remain in motion unless acted on by an unbalanced force. When you let go of the parachute, what caused it to go down? What caused it to slow it's speed of descent? What would make it go faster? Slower? Another tip to meet this performance expectation is to add the idea of air resistance and gravity as the unbalanced forces in this system (gravity pulling down on the parachute more than air resistance is pushing up).
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Clarification Statement: none
Assessment Boundary: none
This resource is explicitly designed to build towards this performance expectation.
Comments about Including the Performance Expectation
To meet this performance expectation, each group of students creates three parachutes while they plan and carry out investigations. To make this activity more aligned to the performance expectation, allow students time to explore working with variables. Students record data from their investigations and compare their data with other groups to see which solution is the most effective parachute. Students should be given time to redesign their parachutes after they have analyzed their data and compared the data from other groups.
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Clarification Statement: none
Assessment Boundary: none
This resource is explicitly designed to build towards this performance expectation.
Comments about Including the Performance Expectation
In this Design a Parachute activity, students are challenged to design a parachute for a spacecraft that will land on a planet (criteria) with an atmosphere thinner than Earth's (constraints). Using the engineering practice of asking questions and defining problems gives the students the opportunity to gather information that will help them design an effective parachute. To best meet this performance expectation, students are encouraged to come up with the materials they can use that will give the parachute the best drop speed. It is suggested that the teacher clearly state what the criteria and the constraints of the activity will be.