MS-PS2-4 Motion and Stability: Forces and Interactions

MS-PS2-4   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds from K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science knowledge is based upon logical and conceptual connections between evidence and explanations.

Disciplinary Core Ideas

PS2.B: Types of Interactions

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-band:

MS.ESS1.A ; MS.ESS1.B ; MS.ESS2.C

Articulation of DCIs across grade-bands:

5.PS2.B ; HS.PS2.B ; HS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
WHST.6-8.1Write arguments focused on discipline-specific content. (MS-PS2-4)

MS-PS2-4   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds from K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science knowledge is based upon logical and conceptual connections between evidence and explanations.

Disciplinary Core Ideas

PS2.B: Types of Interactions

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-band:

MS.ESS1.A ; MS.ESS1.B ; MS.ESS2.C

Articulation of DCIs across grade-bands:

5.PS2.B ; HS.PS2.B ; HS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
WHST.6-8.1Write arguments focused on discipline-specific content. (MS-PS2-4)

MS-PS2-4   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds from K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science knowledge is based upon logical and conceptual connections between evidence and explanations.

Disciplinary Core Ideas

PS2.B: Types of Interactions

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-band:

MS.ESS1.A ; MS.ESS1.B ; MS.ESS2.C

Articulation of DCIs across grade-bands:

5.PS2.B ; HS.PS2.B ; HS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
WHST.6-8.1Write arguments focused on discipline-specific content. (MS-PS2-4)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.