Types of Interactions
Instructional segment 1 introduces the concept of force as an influence that tends to change the motion of a body. Instructional segment 2 builds upon this foundation by examining types of forces or interactions. Scientists know of only four fundamental interactions, also known as fundamental forces or interactive forces: gravitational, electromagnetic, strong nuclear, and weak nuclear. Students have no everyday knowledge of these nuclear forces, but the strong nuclear force ensures the stability [CCC-7] of ordinary matter by binding the atomic nucleus together, while the weak nuclear force mediates radioactive decay. By contrast, we interact with gravitational and electromagnetic forces on a daily basis, so students are already familiar with their pushes or pulls. In the middle grades, students provided evidence that gravity is a force that attracts objects together and its strength depends on the mass of the objects (MS-PS2-4). In this instructional segment, students will use the mathematical models [SEP-2] of Newton’s Law of Gravitation to describe and predict the gravitational attraction between two objects.
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1167
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
Guiding Questions:
- At the most fundamental level, how do objects interact with one another?
- How do interactions affect the structure, nature, and properties of matter?
Performance Expectations Students who demonstrate understanding can do the following:
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields ] [Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. * [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors ] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.] *The performance expectations marked with an asterisk integrate traditional science content with engineering through a practice or disciplinary core idea.
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1167.
Alternative Means of Expression
This big idea does not have created or curated examples of alternative means of expression due to the project scope and timeline. If you have example options you would like to share with the initiative team, please use the BYOT option.
Sample Coursework
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
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