Mississippi Science PHS.5

PHS.5 is a cluster heading. These are the individual standards under it.

• PHS.5.1

  Research the scientific contributions of Newton and use models to communicate Newton’s principles.

• PHS.5.2

  Design and conduct an investigation to study the motion of an object using properties such as displacement, time of motion, velocity, and acceleration.

• PHS.5.3

  Collect, organize, and interpret graphical data using correct metric units to determine the average speed of an object.

• PHS.5.4

  Use mathematical and computational analyses to show the relationships among force, mass, and acceleration (i.e., Newton’s second law).

• PHS.5.5

  Design and construct an investigation using probe systems and/or online simulations to observe relationships between force, mass, and acceleration (F=ma).

• PHS.5.6

  Use an engineering design process and mathematical analysis to design and construct models to demonstrate the law of conservation of momentum (e.g., roller coas...

• PHS.5.7

  Use mathematical and computational representations to create graphs and formulas that describe the relationships between force, work, and energy (i.e., W=F*d, K...

• PHS.5.8

  Research the efficiency of everyday machines and debate ways to improve their economic impact on society (e.g., electrical appliances, transportation vehicles).

01

What Students Need to Do

Students research Newton's ideas and use sketches to explain motion. They measure and graph motion, then test how force and mass affect acceleration. They build a collision model and use calculations to explain momentum, work, energy, and machine efficiency.

02

What Mastery Looks Like

Students record distance in meters and time in seconds, graph their data, and calculate average speed. They use force and mass to predict acceleration and compare total momentum before and after a collision. They calculate work and energy, then use energy labels to compare the costs of machines.

03

Common Misconceptions

Students may divide displacement by time when asked for average speed, even when an object changes direction. They may think a heavier cart accelerates more under the same force, or that each object's momentum stays the same in a collision. Some call any effort work, even when nothing moves.

04

How to Assess It

Exit ticket: A 2 kg cart travels 6 m at a steady speed in 3 s. Then a 4 N net force acts over 2 m. Calculate its average speed, acceleration under the force, and work done, with units. Sketch a position-time graph for the first 3 s.

1. 01

   Pull a cart with a spring scale at two forces and two masses; use video timestamps to calculate acceleration.

2. 02

   Read a short account of Newton's work, then sketch how his second law predicts a cart's motion under two different pushes.

3. 03

   Give teams two toy cars, foam, and tape to build bumpers; measure speeds before and after impact and compare total momentum.

4. 04

   Compare energy labels for two same-size refrigerators, calculate five-year electricity costs at your local rate, and recommend the more efficient model.

• PHY.2

  Students will develop an understanding of concepts related to Newtonian dynamics.

• P.3.6

  Students will demonstrate an understanding of magnets and the effects of pushes, pulls, and friction on the motion of objects.

• P.5.6

  Students will demonstrate an understanding of the factors that affect the motion of an object through a study of Newton's Laws of Motion.

• PHY.3

  Students will develop an understanding of concepts related to work and energy.