3-PS2-3   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

3-PS2-3. 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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Asking Questions and Defining Problems

Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

## Crosscutting Concepts

### Cause and Effect

• Cause and effect relationships are routinely identified, tested, and used to explain change.

Connections to other DCIs in third grade: N/A

Common Core State Standards Connections:

3-PS2-3   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

3-PS2-3. 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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Asking Questions and Defining Problems

Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

## Crosscutting Concepts

### Cause and Effect

• Cause and effect relationships are routinely identified, tested, and used to explain change.

Connections to other DCIs in third grade: N/A

Common Core State Standards Connections:

3-PS2-3   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

3-PS2-3. 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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Asking Questions and Defining Problems

Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

## Crosscutting Concepts

### Cause and Effect

• Cause and effect relationships are routinely identified, tested, and used to explain change.

Connections to other DCIs in third grade: N/A

Common Core State Standards Connections:

* 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.

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## How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...