Task Overview - newhavenscience.org€¦ · Web viewHow is gravitational force calculated? What is the law of gravity? Why are objects stuck on Earth while objects in space appear

SCIENCE GRADE 9 : TOPIC: Fundamental Forces Unit

Grade/Subject Ninth Grade/ Fundamental Forces

TopicInteractions Between Objects and Within Systems of Objects

HS-PS 2-4

Task Title Fundamental Forces

Pacing 3-5 days

Task OverviewHS-PS 2-4 Use mathematical representation of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.In this unit of study, students plan and conduct investigations and apply scientific ideas to make sense of Newton’s law of gravitation and Coulomb’s Law. They apply these laws to describe and predict the gravitational and electrostatic forces between objects. The crosscutting concept of patterns is called out as an organizing concept for this disciplinary core idea. Students are expected to demonstrate proficiency in planning and conducting investigations and applying scientific ideas to demonstrate an understanding of core ideas.

Essential Question(s)

➢ How can one explain and predict interactions between objects and within systems of objects?➢ How is gravitational force calculated?➢ What is the law of gravity?➢ Why are objects stuck on Earth while objects in space appear to be weightless?

1 | Science6-12_ARCC_Click to add topic_PT© 2013 All Rights Reserved ACES Regional Curriculum Consortium


NGSS Performance Expectations / CT Framework

for ScienceUse mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] (HS-PS2-4)



Science & Engineering Practices

Disciplinary Core Ideas Crosscutting Concepts

Using Mathematics and Computational Thinking –

Grades 9-12: Use mathematical or computational representations of phenomena

to describe explanations.

Types of Interactions (HS-PS2.B.1): Newton’s Law of Universal Gravitation and

Coulomb’s Law provide the mathematical models to describe and predict the

effects of gravitational and electrostatic forces

between distant objects.

Patterns: Different patterns may be observed at each of the

scales at which a system is studied and can provide evidence for causality in

explanations of phenomena.

Constructing Explanations – Grades 9-12: Apply scientific principles and evidence to provide an explanation of phenomena or solve design problems.

Types of Interactions (HS-PS2.B.1): Newton’s Law of Universal Gravitation and Coulomb’s Law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects.

Analyzing and Interpreting Data ETS1.C: Optimizing the Design Solution

Scale, Proportion, and Quantity: The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.

Developing and Using Models Systems and System Models – Grades 9-12: Models (e.g. physical, mathematical, computer



models) can be used to simulate systems and interactions – including energy, matter, and information flows – within and between systems at different scales.

CCS Core Literacy StandardsCCSS.ELA-Literacy.RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.ELA-Literacy.RST.9-10.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

CCSS.ELA-Literacy.RST.9-10.9Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

CCSS.ELA-LITERACY.SL.9-10.1.ACome to discussions prepared, having read and researched 4 | Science6-12_ARCC_Click to add topic_PT© 2013 All Rights Reserved ACES Regional Curriculum Consortium


material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-LITERACY.WHST.9-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem, narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.WHST.9-12.9Draw evidence from informational texts to support analysis, reflection and



research.

ISTE Standards(http://www.iste.org/standards/nets-for-students.aspx)After reading their descriptions, check those that apply to performance task.

X CreativityX Communication and CollaborationX Research and Information FluencyX Critical Thinking, Problem Solving, and Decision Making☐ Digital Citizenship

X Technology Operations and Concepts



K-D-U

KNOW

Facts, formulas, information, vocabulary

DO

Skills of the discipline, social skills, production skills, processes (usually verbs/verb phrases)

Hint: Use the standards!

➢ Vocabulary : forces, Newton, law, gravity, gravitation, electrostatic, vector, charge, electrical, energy, atrraction, repulsion, particles, magenetic, poles, attraction, mass, distance.

➢ Data is evidence of cause and effect.

➢ Data can predict the viability of a solution design.

➢ The influence of the natural world on science, engineering, technology and society.

➢ Articulate conclusions and explanations based on research data.

➢ Assess the reliability of data that was generated in the investigation.

➢ Communicate about science using relevant science vocabulary and supporting evidence and clear logic.

UNDERSTAND

Big ideas, generalizations, principles, concepts, ideas that transfer across situations

●

Notes for TeachersThis activity is intended for use in the early stages of a learning cycle on Electrostatics and Coulomb’s Law. How is electrostatic force related to magnitude of charge and to separation distance between charged objects? Students explore this question as they change the quantity of charge and amount



of separation between two point charges. The simulation can be run alone for an inquiry-based experience, or teachers can introduce the companion Student Exercise for a more guided lesson.

http://www.physicsclassroom.com/NGSS-Corner/Activity-Descriptions/Coulombs-Law

gravitational

Possible Student MisconceptionsStudents may hold misconceptions about the magnitude of the earth's gravitational force. Even after a physics course, many high-school students believe that gravity increases with height above the earth's surface. Many high-school students are not sure whether the force of gravity would be greater on a lead ball than on a wooden ball of the same size. High-school students also have difficulty in conceptualizing gravitational forces as interactions. In particular, they have difficulty in understanding that the magnitudes of the gravitational forces that two objects of different mass exert on each other are equal. These difficulties persist even after specially designed instruction. (NSDL, 2015).

Materials & Resources

Gravity Force Lab: Visualize the gravitational force that two objects exert on each other. Adjust properties of the objects to see how changing the properties affect the gravitational attraction.

Graphical Relationships in Electric Fields : Activity uses the simulations to generate data to be analyzed. Allows for graphical analysis and equations related to voltage and Coulombs Law.

Electrostatics: Use a series of interactive models and games to explore electrostatics. Learn about the effects positive and negative charges have on one another, and investigate these effects further through games. Learn about Coulomb’s law and the concept that both the distance between the charges and the difference in the charges affect the strength of the force. Explore polarization at an atomic level, and learn how a material that does not hold any net charge can be attracted to a charged object.

Gravitational Fields http://www.physicsclassroom.com/NGSS-Corner/Activity-Descriptions/Gravitational-Fields-Description

Name That Charge http://www.physicsclassroom.com/NGSS-Corner/Activity-Descriptions/Name-That-Charge-Description

Charge Interactions http://www.physicsclassroom.com/NGSS-Corner/Activity-Descriptions/Charge-Interactions

Sticky Tape Experiments http://www.physicsclassroom.com/NGSS-Corner/Activity-Descriptions/Sticky-Tape-Experiments



Polarization http://www.physicsclassroom.com/NGSS-Corner/Activity-Descriptions/Polarization

Coulomb’s Law http://www.physicsclassroom.com/NGSS-Corner/Activity-Descriptions/Coulombs-Law

Electric Field Lines http://www.physicsclassroom.com/NGSS-Corner/Activity-Descriptions/Electric-Field-Lines

Directions for Students



Rubric

Suggested Inquiry-Based Instruction/Activities

In order to learn:

(learnings identified in KDU)

Students might:

(one or more learning experiences)

Forces on different objects, such as a baseball when thrown.

Read an article about forces, such as “Forces on a Baseball” (https://newsela.com/articles/lib-nasa-forces-baseball/id/22498/) and create questions using HRASE Questioning Hierarchy or Questioning Circles.



● Data can predict the viability of a solution design.

● Assess the reliability of the data that was generated in the investigation.

● Communicate about science vocabulary and supporting evidence and clear logic.

● Articulate conclusions and explanations based on research data.

https://newsela.com/articles/lib-nasa-forces-airplane/id/22058/ “Four Forces on an Airplane.”https://newsela.com/articles/lib-nasa-four-forces-on-rocket/id/23125/ “Four Forces on a Rocket.”

Articulate conclusions and explanations based on research data, the influence of the natural world on science, engineering, technology and society.Data can predict the viability of a solution design.Data is evidence of cause and effect.

The students create a poster or diagram illustrating conception of forces. Students complete the activity three times, once at the beginning, in the middle, and at the end of the program to illustrate changes in their thinking as the significant task progresses. Or, conduct this activity periodically throughout the program.

Know vocabulary (from K-D-U section).Vocabulary: polymer, monomer, biopolymer, plastic, synthetic, natural, cross-linked, linear, branching, tensile strength, resistance, tearing, high-density polyethylene (HDPE), low-density polyethylene (LDPE), organic, inorganic, stress, strain, hydrocarbon, recycling.

Create a list of words for individual students or groups of students, and use the KIM Chart for Vocabulary Words to develop key ideas, information/definition, and memory clues for each of the vocabulary words.

Possible Student-Generated Inquiry Experiences

How can plastics be made more durable (resistant to tearing, resistant to abrasion)?How can more people be persuaded to recycle plastics?



(http://www.plasticsnews.com/assets/PDF/PN968801017.PDF).What are some additional uses of polymers?How are polymers used in medicine?How are polymers used by the military?




Documents

Task Overview - newhavenscience.org€¦ · Web viewHow is gravitational force calculated? What is the law of gravity? Why are objects stuck on Earth while objects in space appear