Forces and Motion Learning Targets

SEP1: I can generate a testable question that includes an independent and dependent variable.

• How does the ______ of _______ affect the ________ of __________?

• Independent Variable should be the 1st _________ of ___________

• Dependent Variable should be the 2nd ___________ of ___________

• Sentence starts with a capital letter

• Sentence ends with a ? (question mark)

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SEP3 (IV, DV and Constants)  I can identify the factors that must be held constant to control the independent variable.

• There may only be one independent variable in each experiment.  Otherwise,  you will not know which is affecting the data.

• The independent variable is the one thing that is different between the trials.  Think…”We did everything the same in each trial except…..”.

• Independent Variables are often written - “amount of” or “type of”

• Everything else must be kept the same in every trial.

• If there is more than 1 independent variable, it is NOT a fair test and will not produce valid data.

• Constants are written in the ____ of ______ format.

• The dependent variable is what we measure to see if our prediction was correct.

• Dependent variables are written “____ of _______” or “measurement of object”.  For example, “density of can” or “temperature of water”

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SEP4 I can use tables, graphs, spreadsheets, etc. to display data. 

• The IV goes on the x axis 

• The DV goes on the y axis, the vertical axis.

• Always label the x and y axis with the variable and the UNITS in parenthesis. 

• Always title a graph.  One simple way to do this is to use the format “Dependent variable vs. Independent Variable”.   

• When there is more than one set of data, include a key

• Make sure the graph has consistent intervals that allow the line or data to fill the entire graph.

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SEP2 I can create diagrams (models) to explain phenomena.

• Diagrams must include 

  • Title

  • Picture(s)

  • Labels

  • Caption

• All of the elements of the diagram must serve the purpose you are trying to communicate.

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SEP6 (Constraints) I can design solutions to problems within design criteria/constraints. 

• Constraints are rules that must be followed (ie time, materials)

• Engineers collect data and make changes to their designs based on that data.

• Engineers base their designs on scientific criteria

• Engineers gather input and feedback from others to revise their designs

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SEP6 (Claims) I can write an effective claim (Relationship Statements).

• Must be formatted, As _____________ increases, ____________ increases or decreases.

• Must include the correct variables from the experiment

• Sentence starts with a capital letter

• Sentence ends with a period

• Comma after transition

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SEP7  I can support my claims using data and text as evidence.

For Text:

• Transition including the title of the text needed at beginning of citation

• Title is in quotation marks or in italics

• Comma after transition

• Words/phrases cited should come directly from the text (not students ideas or about the lab)

• Cited text should  help to prove the science concepts behind the claim (correct law was chosen)

• Sentence starts with a capital letter

• Sentence ends with a period

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SEP6 I can use strong vocabulary when connecting phenomena to Newton’s Laws.

• 1st Law: at rest or in motion, unbalanced force

• 2nd Law: force or mass, acceleration

• 3rd Law: action, reaction, equal and opposite