Office of Curriculum, Technology, & Assessment

Overview: Have you ever wondered why the Leaning Tower of Pisa does not topple over or how ice skaters manage to speed up or slow down a spin so quickly? This program will illustrate center of mass, acceleration, gravity, velocity, torque, rotational inertia, and other natural forces and physics concepts. We will use nails, soda bottles, ink pen, wooden hoop, hammer, rope, the human body, and other common objects to demonstrate the principals of acceleration/mass/gravity. Students can participate in selected demonstrations with the presenter.

NATURE OF SCIENCE STANDARDS
3-5  

Indicator 1: Understand the nature and origin of scientific knowledge.

Note: Mastery is not expected at these grade levels.

Indicator 2: Apply the skills necessary to conduct scientific investigations.

Note: Mastery is not expected at these grade levels.

PHYSICAL SCIENCE STANDARDS
3-5

Indicator 2: Analyze forces, their forms, and their effects on motions.

4.P.2.1. (Application) Demonstrate how forces act over a distance.

5.P.2.1. (Knowledge) Identify forces in specific situations that require objects to interact, change directions, or stop.

5.P.2.2. (Analysis) Analyze the structure and design of simple and compound machines to determine how the machines make work easier by trading force for distance.

SCIENCE, TECHNOLOGY, ENVIRONMENT, AND SOCIETY STANDARDS
3-5

Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

4.S.1.1. (Comprehension) Describe how people continue to invent new ways of doing things, solving problems, and getting work done.

4.S.1.2. (Comprehension) Explain how new ideas and inventions often affect people.  

Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society.

5.S.2.1. (Evaluation) Explain the interrelationship of populations, resources, and environments.

NATURE OF SCIENCE STANDARDS
6-8  

Indicator 1: Understand the nature and origin of scientific knowledge.

8.N.1.1. (Comprehension) Differentiate among facts, predictions, theory, and laws/principles in scientific investigations.

Indicator 2: Apply the skills necessary to conduct scientific investigations.

Note: These skills should be taught and practiced in grade-level study of Physical, Life, and Earth/Space Science although mastery is not expected at these grade levels.

6.N.2.1 (Application) Pose questions that can be explored through scientific investigations.

7.N.2.1. (Application) Conduct scientific investigations using given procedures.

PHYSICAL SCIENCE STANDARDS
6-8  

After careful consideration of current research and input from educators throughout the state, the Committee revised former standards to facilitate effective instruction and student mastery. Grade six standards emphasize an integration of Physical, Life, and Earth/Space Science. Grade seven standards emphasize Life Science. Grade eight standards emphasize Earth/Space Science. Nature of Science and Science, Technology, Environment, and Society standards continue to emerge over these grades.  

Indicator 2: Analyze forces, their forms, and their effects on motions.

6.P.2.1. (Comprehension) Describe how push/pull forces acting on an object produce motion.

Indicator 3: Analyze interactions of energy and matter.

6.P.3.1. (Comprehension) Identify types of energy transformations.

SCIENCE, TECHNOLOGY, ENVIRONMENT, AND SOCIETY STANDARDS
6-8  

Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

6.S.1.1. (Comprehension) Describe how science and technology have helped society to solve problems.

7.S.1.1. (Comprehension) Describe how science and technology are used to solve problems in different professions and businesses.

8.S.1.1. (Comprehension) Describe how science and technology have been influenced by social needs, attitudes, and values.

NOTE: Each site must audio mute upon connecting to the session to prevent voice activated moving of the cameras from site to site.

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