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NewPath Learning Forces & Motion Learning Guide

Item # 21-2010-03

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This comprehensive and colorful consumable NewPath Learning Guide makes learning about forces and motion interactive and fun by having your students work directly in them. Featuring self-directed readings, illustrated explanations, guided questions, and comprehensive coverage of Next Generation Science Standards for grades 6–10.

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Additional Details

The NewPath Learning Forces & Motion Learning Guide turns the complex topic into an easy-to-learn, visually captivating, and engaging guide page by page! In the NewPath Learning Guide, you'll find self-directed readings, easy-to-follow illustrated explanations, guiding questions, inquiry-based activities, a lab investigation, key vocabulary review, and assessment review questions along with a post-test. The NewPath Learning Guide allows students to write directly in them and is designed for Grades 6-10.
 
This 44 page NewPath Learning Forces & Motion Learning Guide covers the following topics:
    • Motion – Speed & Velocity
    • Acceleration
    • Momentum
    • Force
    • Friction
    • Gravity
    • Newton’s First Law of Motion
    • Newton’s Second Law of Motion
    • Newton’s Third Law of Motion
    • Vocabulary Review

Be confident knowing the NewPath Learning Guide covers Middle School Next Generation Science Standards.

Standards

Middle School (Grades 6, 7, 8) NGSS Correlations

STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS2-2.Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS2-5.Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS2.DCI.Disciplinary Core Ideas
ELEMENTPS2.A:Forces and Motion
INDICATORPS2.A:2.The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)
STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS2.CC.Crosscutting Concepts
ELEMENTMS-PS2.CC.3.Stability and Change
INDICATORMS-PS2.CC.3.1.Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. (MS-PS2-2)
STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS3-1.Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

High School (Grades 9) NGSS Correlations

STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS2-1.Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS2-2.Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS2.SEP .Science and Engineering Practices
ELEMENTHS-PS2.SEP .1.or test solutions to problems in 9–12 builds on K–8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical and empirical models.
INDICATORHS-PS2.SEP .1.1.Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS2-5)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS2.DCI.Disciplinary Core Ideas
ELEMENTPS2.A:Forces and Motion
INDICATORPS2.A:1.Newton’s second law accurately predicts changes in the motion of macroscopic objects. (HS-PS2-1)
INDICATORPS2.A:2.Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved. (HS-PS2-2)
INDICATORPS2.A:3.If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. (HS-PS2-2), (HS-PS2-3)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS3.SEP .Science and Engineering Practices
ELEMENTHS-PS3.SEP .2.Planning and Carrying Out Investigations - Planning and carrying out investigations to answer questions or test solutions to problems in 9–12 builds on K–8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.
INDICATORHS-PS3.SEP .2.1.Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS3-4)