BluTrack Intro. to

Force and Motion K-6+

NGSS & Student Assessment

Teaching NGSS using BluTrack Intro. to Force and Motion K-6+

*See corresponding Teacher’s Guide for additional information*

NGSS Standard Alignment:

K-2 Engineering Design

K-2-ETS1-3    Analyze data from tests of two objects designed to solve the same problem  (Lesson 2, 2A, 3, 4, 5, 6)

K: Forces and Interactions:  Pushes and Pull

 K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. (Lesson 2, 2A, 3, 4, 5, 6)

 K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.  (Lesson 2, 2A, 3, 4)

2. Structure and Properties of Matter

 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. (Lesson 2) 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. (Lesson 5, 6, 6A)

3-5 Engineering Design

 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. (Lesson 2, 2a, 3, 4, 6) 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. (Lesson 1, 2, 2a, 3, 4, 5, 6) 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled. (Lesson 2, 3, 4, 6)

3. Forces and Interactions

 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. (Lesson 3, 4, 6) 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. (Lesson 3, 4, 6)

4. Energy

 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. (Lesson 3, 4, 6) 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. (Lesson 4) 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. (Lesson 4)

MS Forces and Motion

 MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of  two colliding objects. (Lesson 4)

 MS-PS2-2. Plan an investigation 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. (Lesson 4)

MS. Energy

 MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. (Lesson 1, 2, 3, 6A)

 MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. (Lesson 3, 4)

MS Engineering Design

 MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (Lesson 4, 5)

 MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. (Lesson 3, 4, 6, 6A)

 MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (Lesson 3, 4, 6, 6A)

 MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. (Lesson 6, 6A)

BluTrack Lesson 1:  Let’s Explore:  What happens when…?

Objectives: Students will explore using materials to discover ways to set up the track and how cars move on the track.

For setup details see Teacher Setup and User Guide included in your Intro. to Force and Motion kit.

Assessment Rubric Lesson 1

4=Exceeds (Elaborates/connects to other ideas or concepts)

3=Secure (Expected knowledge and skills)

2=Developing (Foundational knowledge and skills)

1=Beginning

 Assessment N/A Comments Group collaboration: 4 3 2 1 x Proper use of materials: 4 3 2 1 x Completeness of drawings: 4 3 2 1 x Completeness of written work: 4 3 2 1 x Presentation/demonstration of key idea/solution to problem: 4 3 2 1 x

Lesson 2:   Let’s Race!  What’s a fair test?

Objectives:  To decide what makes a fair test.  To have students race their cars to determine “fast”, “faster”, and “fastest”.

For setup details see Teacher Setup and User Guide included in your Intro. to Force and Motion kit.

Assessment Rubric Lesson 2

4=Exceeds (Elaborates/connects to other ideas or concepts)

3=Secure (Expected knowledge and skills)

2=Developing (Foundational knowledge and skills)

1=Beginning

 Assessment N/A Comments Group collaboration: 4 3 2 1 x Proper use of materials: 4 3 2 1 x Completeness of drawings: 4 3 2 1 x Completeness of written work: 4 3 2 1 x Presentation/demonstration of key idea/solution to problem: 4 3 2 1 x

Lesson 3:  Let’s Jump!: How high?  How far?

(Motion and Forces in Two Dimensions: Projectile Motion)

Objectives:  To determine why the jumps (results) change and how to adapt those to solve a problem.

For setup details see Teacher Setup and User Guide included in your Intro. to Force and Motion kit.

Assessment Rubric Lesson 3

4=Exceeds (Elaborates/connects to other ideas or concepts)

3=Secure (Expected knowledge and skills)

2=Developing (Foundational knowledge and skills)

1=Beginning

 Assessment N/A Comments Group collaboration: 4 3 2 1 x Proper use of materials: 4 3 2 1 x Completeness of drawings: 4 3 2 1 x Completeness of written work: 4 3 2 1 x Presentation/demonstration of key idea/solution to problem: 4 3 2 1 x

Lesson 4:  Let’s Work! Let’s get it moving!

(Mechanical Energy)

Objective: To understand how energy transfers from one object to another object.

For setup details see Teacher Setup and User Guide included in your Intro. to Force and Motion kit.

Assessment Rubric Lesson 4

4=Exceeds (Elaborates/connects to other ideas or concepts)

3=Secure (Expected knowledge and skills)

2=Developing (Foundational knowledge and skills)

1=Beginning

 Assessment N/A Comments Group collaboration: 4 3 2 1 x Proper use of materials: 4 3 2 1 x Completeness of drawings: 4 3 2 1 x Completeness of written work: 4 3 2 1 x Presentation/demonstration of key idea/solution to problem: 4 3 2 1 x

(Changes in surface energy, friction)

Objectives: Demonstrate how changes in the surface energy effects objects in motion.

For setup details see Teacher Setup and User Guide included in your Intro. to Force and Motion kit.

Assessment Rubric Lesson 5

4=Exceeds (Elaborates/connects to other ideas or concepts)

3=Secure (Expected knowledge and skills)

2=Developing (Foundational knowledge and skills)

1=Beginning

 Assessment N/A Comments Group collaboration: 4 3 2 1 x Proper use of materials: 4 3 2 1 x Completeness of drawings: 4 3 2 1 x Completeness of written work: 4 3 2 1 x Presentation/demonstration of key idea/solution to problem: 4 3 2 1 x

Lesson 6:  Make a Loop!  How big?

(Circular Motion)

Objectives:  Design and build one complete loop track layout.  To explore and understand how changes in variables affect the outcome such as changes in potential energy, changes in cars or car setup, changes in loop support and loop size. Also an introduction to circular motion.

For setup details see Teacher Setup and User Guide included in your Intro. to Force and Motion kit.

Assessment Rubric Lesson 6

4=Exceeds (Elaborates/connects to other ideas or concepts)

3=Secure (Expected knowledge and skills)

2=Developing (Foundational knowledge and skills)

1=Beginning

 Assessment N/A Comments Group collaboration: 4 3 2 1 x Proper use of materials: 4 3 2 1 x Completeness of drawings: 4 3 2 1 x Completeness of written work: 4 3 2 1 x Presentation/demonstration of key idea/solution to problem: 4 3 2 1 x