Difference between revisions of "3-5"
| Line 3: | Line 3: | ||
== 3. Forces and Interactions == | == 3. Forces and Interactions == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[3-PS2-1]]</span> | <span class="sp-desc">Balanced and unbalanced forces</span></span><br> | ||
| + | <span class="pe-statement">Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced | ||
| + | forces on the motion of an object.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples could include an unbalanced force on one side of an object can make it start moving; and, balanced forces (including friction) acting on a stationary object from both sides will not produce any motion at all.</span><br><br> | ||
| + | <span class="sp-ab">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.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[3-PS2-1|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[3-PS2-2]]</span> | <span class="sp-desc">Predicting future motion</span></span><br> | ||
| + | <span class="pe-statement">Make observations and/or measurements of an object’s motion to provide evidence that a pattern can | ||
| + | be used to predict future motion.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include technical terms such as period and frequency.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[3-PS2-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[3-PS2-3]]</span> | <span class="sp-desc">Electric and magnetic interactions</span></span><br> | ||
| + | <span class="pe-statement">Ask questions to determine cause and effect relationships of electric or magnetic interactions between | ||
| + | two objects not in contact with each other.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[3-PS2-3|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[3-PS2-4]]</span> | <span class="sp-desc">Solving a problem with magnets</span></span><br> | ||
| + | <span class="pe-statement">Define a simple design problem that can be solved by applying scientific ideas about magnets.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[3-PS2-4|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
Revision as of 14:29, 24 August 2023
The first administration of the new NYS elementary grade 5 science exam, which assesses students on the performance expectations below, is planned for this June 2024 (per the NYSED science implementation roadmap).
3. Forces and Interactions
3-PS2-1 | Balanced and unbalanced forces
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 an object can make it start moving; and, balanced forces (including friction) acting on a stationary object 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.
Read more...
3-PS2-2 | Predicting future motion
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can
be used to predict future motion.
Clarification statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.
Assessment boundary: Assessment does not include technical terms such as period and frequency.
Read more...
3-PS2-3 | Electric and magnetic interactions
Ask questions to determine cause and effect relationships of electric or magnetic interactions between
two objects not in contact with each other.
Clarification statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.
Assessment boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.
Read more...
3-PS2-4 | Solving a problem with magnets
Define a simple design problem that can be solved by applying scientific ideas about magnets.
Clarification statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.
Read more...