Difference between revisions of "P-PS2-1"
(Created page with "{{learningstandard | ls = Use tools and materials to design and build a device that causes an object to move faster with a push or a pull. | cs = Emphasis should be on develop...") |
|||
| Line 1: | Line 1: | ||
| + | {{Navlinks|P-PS1-1|P-PS4-1|← P-PS1-1|P-PS4-1 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Use tools and materials to design and build a device that causes an object to move faster with a push or a | | ls = Use tools and materials to design and build a device that causes an object to move faster with a push or a | ||
| Line 22: | Line 23: | ||
{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Planning and Carrying Out Investigations |
| − | | DCI1 = | + | * With guidance, plan and conduct an investigation in collaboration with peers. |
| − | | CC1 = | + | | SEP2 = Analyzing and Interpreting Data |
| + | * Analyze data from tests of an object or tool to determine if it works as intended. | ||
| + | | DCI1 = PS2.A: Forces and Motion | ||
| + | * Pushes and pulls can have different strengths and directions. | ||
| + | * Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. | ||
| + | | DCI2 = PS3.C: Relationship Between Energy and Forces | ||
| + | * (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to P-PS2-1) | ||
| + | | DCI3 = ETS1.A: Defining Engineering Problems | ||
| + | * A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. | ||
| + | | CC1 = Cause and Effect | ||
| + | * Simple tests can be designed to gather evidence to support or refute student ideas about causes. | ||
}} | }} | ||
Latest revision as of 15:55, 28 May 2025
Use tools and materials to design and build a device that causes an object to move faster with a push or a pull.
Clarification statement: Emphasis should be on developing an interest in investigating forces (pushes or pulls). Examples of forces could include a string attached to an object being pulled or a ramp to increase the speed of an object.
Assessment boundary: Assessment is limited to relative measures of speed (slower, faster)
Note: this is a NYSED-specific performance expectation that is different from the Next Generation Science Standards.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of P-PS2-1.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of P-PS2-1 might look like on a NY state exam.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation P-PS2-1 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
- Planning and Carrying Out Investigations
- With guidance, plan and conduct an investigation in collaboration with peers.
- Analyzing and Interpreting Data
- Analyze data from tests of an object or tool to determine if it works as intended.
- PS2.A: Forces and Motion
- Pushes and pulls can have different strengths and directions.
- Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
- PS3.C: Relationship Between Energy and Forces
- (NYSED) A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to P-PS2-1)
- ETS1.A: Defining Engineering Problems
- A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.
- Cause and Effect
- Simple tests can be designed to gather evidence to support or refute student ideas about causes.
Connections to Other Standards
P-PS2-1 connections to ELA, math, and other science standards as outlined by the NYS Education Department: