PS1 – Force and Motion I
Welcome
This module is designed to assist all educators, caregivers, and interested stakeholders in helping students learn middle school science, specifically Physical Science. This module aligns with Ohio’s Learning Standards of Science and the Next Generation Science Standards (NGSS).
Time estimate: 1 hour 30 minutes
PS1 – Force and Motion I
Prerequisites
Module Description
This module is designed to assist all educators, caregivers, and interested stakeholders in helping students learn middle school science, specifically Physical Science. The content aligns with Ohio’s Learning Standards of Science and the Next Generation Science Standards (NGSS).
Use of People-First Language
The BRICK Science and Mathematics modules have been created to support intervention specialists (aka special education teachers) and teams of general and special education personnel in more effectively delivering science and mathematics content to students with disabilities and learning difficulties who need additional support. In these modules, we have opted to follow the general guideline of using person-first language. While we are sensitive to the evolving nature of preferred terms for the various communities impacted by naming conventions (e.g., Woodridge, 2023), we have opted to use the term Students with Disabilities, or SWD, throughout the modules when referring to students who receive special education services, regardless of their specific disability condition.
Driving Questions:
- How does the field model work?
- How does gravity attract objects? Why is it always an attraction but not a repulsion?
- How do the electrostatic and magnetic field forces vary from the gravitational force?
- How was the electrostatic field formed?
- How was the magnetic field formed?
Science and Engineering Practices
- 8.PS.1: Objects can experience a force due to an external field such as magnetic, electrostatic, or gravitational fields.
- 8.PS.2: Forces can act to change the motion of objects.
Asking Questions and Defining Problems
Asking questions and defining problems help students to specify relationships between variables, and clarify arguments and models.
Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.
Engaging in Argument from Evidence
Engaging in evidence-based arguments in grades 6–8 builds from K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims about the natural and designed world.
Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Disciplinary Core Ideas
Types of Interactions
- Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small, except when one or both of the objects have large mass (e.g., the force between the Earth and the sun).
- Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.
Crosscutting Concepts
Systems and System Models
Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
Cause and Effect
Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Useful Information about the Module
The BRICK (Building Robust Intervention Specialist Content Knowledge) project’s primary goal is to enhance the content knowledge and teaching practices of Ohio educators with a particular emphasis on educators whose primary role is to teach and support students with disabilities and/or learning difficulties. Increased content knowledge in evidence-based math practices will support intervention specialists and other educators (general education teachers, paraprofessionals, school-based tutors, instructional specialists) in making such content more accessible for students with disabilities and learning challenges. BRICK online learning modules aim to develop educators’ content knowledge as well as content-specific pedagogical knowledge, particularly in the use of UDL 3.0, to support student learning. The project focuses on supporting educators to use explicit, systematic instruction, emphasizes the connections between achievement in literacy and achievement in math, offers a virtual community of practice for educators, and provides family materials that students and their family members can use to talk about math content at home.
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Click the boxes of the Notes you would like to print, and then click Download Selected. All your notes will be downloaded into one document separated by headers.
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Professional Development Certificates
are available for each comprehensive learning module. To earn a Professional Development Certificate, you must obtain a passing score of 85% or more on the module post-test. Please note that you are only allowed up to two attempts to obtain a passing score to earn your certificate.Badges
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Please contact Rachel Evans, Research Associate, Systems Development & Improvement Center, CECH, UC, evans2rm@ucmail.uc.edu
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