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Force & Motion Cars Movie Guide

Rated 4.67 out of 5, based on 3 reviews
4.7 (3 ratings)
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Nichole Garren
27 Followers
Grade Levels
1st - 8th
Resource Type
Standards
Formats Included
  • Word Document File
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Nichole Garren
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What educators are saying

This is definitely a resource for younger students. Although it was a good resource to use to keep students on track with a reward movie after our forces and motion unit in my physical science class.

Description

Force and motion questions for cars movie guide. Great for beginning of unit introduction. 3.P.1 Understand motion and factors that affect motion. 3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object. 3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time. 3.P.1.3 Explain the effects of earth’s gravity on the motion of any object on or near the earth. 5.P.1 Understand force, motion and the relationship between them. 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects. 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel. 5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time. 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.

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Standards

to see state-specific standards (only available in the US).
NGSS3-PS2-1
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all. Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.
NGSS3-PS2-3
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. 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 is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.
NGSS3-PS2-2
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw. Assessment does not include technical terms such as period and frequency.
NGSS5-PS2-1
Support an argument that the gravitational force exerted by Earth on objects is directed down. “Down” is a local description of the direction that points toward the center of the spherical Earth. Assessment does not include mathematical representation of gravitational force.
NGSSK-PS2-2
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn. Assessment does not include friction as a mechanism for change in speed.

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