SCI-MS.PS2Performance ExpectationsPS2 Forces and Interactions focuses on helping students understand ideas related to why some objects will keep moving, why objects fall to the ground and why some materials are attracted to each other while others are not. Students answer the question , “How can one describe physical interactions between objects and within systems of objects ?” At the middle school level, the PS 2 Disciplinary Core Idea is broken down into two sub-ideas: Forces and Motion and Types of interactions. By the end of middle school , students will be able to apply Newton’s Third Law of Motion to relate forces to explain the motion of objects. Students also apply ideas about gravitational, electrical, and magnetic forces to explain a variety of phenomena including beginning ideas about why some materials attract each other while others repel. In particular, students will develop understanding that gravitational interactions are always attractive but that electrical and magnetic forces can be both attractive and negative. Students also develop ideas that objects can exert forces on each other even though the objects are not in contact, through fields . Students are also able to apply an engineering practice and concept to solve a problem caused when objects collide. The crosscutting concepts of cause and effect ; system and system models ; stability and change ; and the influence of science, engineering, and technology on society and the natural world serve as organizing concepts for these disciplinary core ideas. In the PS2 performance expectations, students are expected to demonstrate proficiency in asking questions, planning and carrying out investigations, and designing solutions, and engaging in argument ; and to use these practices to demonstrate understanding of the core ideas. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-MS.PS2.01SCI-MS.PS2.01 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Rube Goldberg Machine Roller Coaster Lab Connect each law to a situation 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS2.026th Grade (SCI) Physical Science Standards SCI-MS.PS2.02 Plan an investigation using Newton's First and Second Laws 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Rube Goldberg Machine Roller Coaster Lab Connect each law to a situation Phet site Balancing Act 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS2.036th Grade (SCI) Physical Science Standards SCI-MS.PS2.03 Interpret data to determine the factors that affect the strength of electric and magnetic forces.Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or
generators. Examples of data could include the effect of the number of turns of wire on the strength of an
electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric
motor. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS2.04SCI-MS.PS2.04 Use evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of
tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or
simulations. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Construct and design your own roller coaster. Jason Coaster Creator Refer to MS-PS3-2 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS2.056th Grade (SCI) Physical Science Standards SCI-MS.PS2.05 Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of
tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or
simulations. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS3Performance ExpectationsPS3 help students formulate an answer to the question , “ How can energy be transferred from one object or system to another ?” At the middle school level, the PS3 Disciplinary Core Idea is broken down into four sub-core ideas: Definitions of Energy, the Conservation of Energy and Energy Transfer, the Relationship between Energy and Forces, and Energy in Chemical Process and Everyday Life. Students develop their understanding of important quali tative ideas about energy including that the interactions of objects can be explained and predicted using the concept of transfer of energy from one object or system of objects to another , and the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students understand that object s that are moving have kinetic energy and that objects may also contain stored (potential) energy, depending on their relative positions. Students will also come to know the difference between energy and temperature , and begin to develop an understanding of the relationship between force and energy. Students are also able to apply an understanding of design to the process of energy transfer. The performance expectations in PS3 expect students to demonstrate proficiency in developing and using models, planning investigations, analyzing and interpreting data, and designing solutions, and engaging in argument from evidence ; and to use these practices to demonstrate understanding of the core ideas in PS3 . Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-MS.PS3.01SCI-MS.PS3.01 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and/or the speed of an object.Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately
from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different
sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Dropping different sized balls from the same height and measuring the rebound of each. PhET Skate Park Basics simulation. 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS3.02SCI-MS.PS3.02 Using a model describe how the different amounts of potential energy in a system changes when the object's distance changes.Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of
objects within systems interacting at varying distances could include: Either a roller coaster cart at varying
positions on a hill or objects at varying heights on shelves and the Earth, changing the direction/orientation
of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples
of models could include representations, diagrams, pictures, and written descriptions of systems. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Phet Skate Park Simulation Gravitational potential energy on different planets 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.PS3.036th Grade (SCI) Physical Science Standards SCI-MS.PS3.03 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup (scientific
principles could include the science and engineering practices or the engineering design process). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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