Name: Date:

Daniel Bissot 10-03-19

Grade: Class:
8 Science
Topic/ Content:
Kinematics

Standards: https://www.nextgenscience.org/
(Number) (statement)
MS-PS2-1 Motion and Stability: Forces and Interactions

MS-PS2-2 Motion and Stability: Forces and Interactions

Lesson Goals: (I can…)

Apply the Kinematic Equations toward the Egg Drop lab

https://www.semanticscholar.org/paper/Reevaluating-Bloom%E2%80%99s-Taxonomy%3A-Wh
at-Measurable-Can-Stanny/953ce1d15996d61906516da695cc39037e226910/figure/2

Learning Objectives: By the end of the lesson, students will be able to: (measurable)

Correctly solve kinematic equations

At a proficiency of:
80 %
💻 Materials & Equipment:

( Set per lab station)

5 straws
5 rubber bands
2 sheets of paper
100 cm string
100 cm masking tape

Daily Activities:
Type Time
Opening/ No Drill
Introduction Attention Getter- oops
2

Formative Newton Formative Assessment 12

Instructional Introduction of Egg Drop lab, Lab documents, 5

objectives...

Lab Students complete initial design of egg X

container on paper. Get approved before
materials are given. Then calculate theoretical.

CLOSING Kinematics Review 5

(If time) Egg Drop continued X

🔎 Assessment:

Formative:
Newton’s Law Formative Assessment

Summative:
N/A

Evaluation type:
5 Questions - No math

♿ Adjustment:

Formative- None Internet

Egg drop- Theoretical math problems done as a class or Open Book

individually
Open Note
All problems are open note
Note card

None
📚 References:

📎 Attachments:

🔗 Links:

- Egg Lab - Full Version

- Egg Lab - Teacher
- Formative Assessment: Link

🖶Handouts (to print, attached to form)

10/2/2019 MS-PS2-1 Motion and Stability: Forces and Interactions | Next Generation Science Standards

MS-PS2-1 Motion and Stability:

Forces and Interactions
Students who demonstrate understanding can:
MS-PS2- Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding
1. objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions
between two cars, between a car and stationary objects, and between a meteor and a space vehicle.]
[Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices
Constructing Explanations and
Designing Solutions
Constructing explanations and
designing solutions in 6–8 builds on
K–5 experiences and progresses to
include constructing explanations and
designing solutions supported by
multiple sources of evidence
consistent with scientific ideas,
principles, and theories.
Apply scientific ideas or principles
to design an object, tool, process
or system.
(http://www.nap.edu/openbook.php?
record_id=13165&page=67)
PS2.A: Forces and Motion
(http://www.nap.edu/openbook.php?
record_id=13165&page=114)
For any pair of interacting objects,
the force exerted by the first object
on the second object is equal in
strength to the force that the second
object exerts on the first, but in the
opposite direction (Newton’s third
law).
(http://www.nap.edu/openbook.php?
record_id=13165&page=114)
Systems and System Models
(http://www.nap.edu/openbook.php?
record_id=13165&page=91)
Models can be used to represent systems and
their interactions—such as inputs, processes and
outputs—and energy and matter flows within
systems. (http://www.nap.edu/openbook.php?
record_id=13165&page=91)
------------------------------------
Connections to Engineering,Technology,
and Applications of Science
Influence of Science, Engineering, and
Technology on Society and the Natural World
The uses of technologies and any limitations on
their use are driven by individual or societal
needs, desires, and values; by the findings of
scientific research; and by differences in such
factors as climate, natural resources, and
economic conditions.

Connections to other DCIs in this grade-band:

MS.PS3.C (/msps3-energy)
Articulation of DCIs across grade-bands:
3.PS2.A (/3ps2-motion-stability-forces-interactions) ; HS.PS2.A (/hsps2-motion-stability-forces-interactions)

https://www.nextgenscience.org/pe/ms-ps2-1-motion-and-stability-forces-and-interactions 1/3
10/2/2019 MS-PS2-1 Motion and Stability: Forces and Interactions | Next Generation Science Standards

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 (http://www.corestandards.org/ELA- Cite specific textual evidence to support analysis of science and technical texts,
Literacy/RST/6-8) attending to the precise details of explanations or descriptions.
(http://www.corestandards.org/ELA-Literacy/RST/6-8)(MS-PS2-1)
RST.6-8.3 (http://www.corestandards.org/ELA- Follow precisely a multistep procedure when carrying out experiments, taking
Literacy/RST/6-8) measurements, or performing technical tasks. (http://www.corestandards.org/ELA-
Literacy/RST/6-8)(MS-PS2-1)
WHST.6-8.7 (http://www.corestandards.org/ELA- Conduct short research projects to answer a question (including a self-generated
Literacy/WHST/6-8) question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
(http://www.corestandards.org/ELA-Literacy/WHST/6-8)(MS-PS2-1)
Mathematics -
MP.2 Reason abstractly and quantitatively.
(http://www.corestandards.org/Math/Practice/MP2) (http://www.corestandards.org/Math/Practice/MP2)(MS-PS2-1)
6.NS.C.5 Understand that positive and negative numbers are used together to describe
(http://www.corestandards.org/Math/Content/6/NS) quantities having opposite directions or values; use positive and negative numbers to
represent quantities in real-world contexts, explaining the meaning of 0 in each
situation. (http://www.corestandards.org/Math/Content/6/NS)(MS-PS2-1)
6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
(http://www.corestandards.org/Math/Content/6/EE) (http://www.corestandards.org/Math/Content/6/EE)(MS-PS2-1)
7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative
(http://www.corestandards.org/Math/Content/7/EE) rational numbers in any form, using tools strategically. Apply properties of operations to
calculate with numbers in any form; convert between forms as appropriate; and
assess the reasonableness of answers using mental computation and estimation
strategies. (http://www.corestandards.org/Math/Content/7/EE)(MS-PS2-1)
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and
(http://www.corestandards.org/Math/Content/7/EE) construct simple equations and inequalities to solve problems by reasoning about the
quantities. (http://www.corestandards.org/Math/Content/7/EE)(MS-PS2-1)
* The performance expectations marked with an asterisk integrate traditional science content with engineering
through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science
Education: Practices, Cross-Cutting Concepts, and Core Ideas (http://www.nap.edu/catalog.php?
record_id=13165). Integrated and reprinted with permission from the National Academy of Sciences.

Viewing Options
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Practices and Crosscutting Concepts

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Related Evidence Statements

MS-PS2-1 Evidence Statements
(https://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/MS-PS2-
1%20Evidence%20Statements%20June%202015%20asterisks.pdf)

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across
standards. More... (/how-to-read-the-standards)

(/)

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10/2/2019 MS-PS2-1 Motion and Stability: Forces and Interactions | Next Generation Science Standards

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The Standards (/standards/standards)

Instruction and Assessment (/instruction-and-assessment/instruction-and-assessment)

Planning and Communication (/planning-and-communication/planning-and-communications)

News (/news) FAQs (/faqs) Glossary (/glossary) Contact (/content/contact-us)

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10/2/2019 MS-PS2-2 Motion and Stability: Forces and Interactions | Next Generation Science Standards

MS-PS2-2 Motion and Stability:

Forces and Interactions
Students who demonstrate understanding can:
MS-PS2- Plan an investigation to provide evidence that the change in an object’s motion depends on the
2. sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on
balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces,
mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.]
[Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an
inertial reference frame and to change in one variable at a time. Assessment does not include the use of
trigonometry.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations
(http://www.nap.edu/openbook.php?
record_id=13165&page=59)
Planning and carrying out investigations to answer
questions or test solutions to problems in 6–8 builds
on K–5 experiences and progresses to include
investigations that use multiple variables and
provide evidence to support explanations or design
solutions. (http://www.nap.edu/openbook.php?
record_id=13165&page=59)
Plan an investigation individually and
collaboratively, and in the design: identify
independent and dependent variables and
controls, what tools are needed to do the
gathering, how measurements will be recorded,
and how many data are needed to support a
claim. (http://www.nap.edu/openbook.php?
record_id=13165&page=59)
------------------------------------
Connections to Nature of Science
Scientific Knowledge is Based on Empirical
Evidence
Science knowledge is based upon logical and
conceptual connections between evidence and
explanations.
PS2.A: Forces and Motion Stability and Change
(http://www.nap.edu/openbook.php? (http://www.nap.edu/openbook.php?
record_id=13165&page=114) record_id=13165&page=98)
The motion of an object is Explanations of stability and change
determined by the sum of the forces in natural or designed systems can
acting on it; if the total force on the be constructed by examining the
object is not zero, its motion will changes over time and forces at
change. The greater the mass of the different scales.
object, the greater the force needed (http://www.nap.edu/openbook.php?
to achieve the same change in record_id=13165&page=98)
motion. For any given object, a
larger force causes a larger change
in motion.
(http://www.nap.edu/openbook.php?
record_id=13165&page=114)
All positions of objects and the
directions of forces and motions
must be described in an arbitrarily
chosen reference frame and
arbitrarily chosen units of size. In
order to share information with other
people, these choices must also be
shared.
(http://www.nap.edu/openbook.php?
record_id=13165&page=114)

Connections to other DCIs in this grade-band:

MS.PS3.A (/msps3-energy) ; MS.PS3.B (/msps3-energy) ; MS.ESS2.C (/msess2-earth-systems)
Articulation of DCIs across grade-bands:
3.PS2.A (/3ps2-motion-stability-forces-interactions) ; HS.PS2.A (/hsps2-motion-stability-forces-interactions) ; HS.PS3.B (/hsps3-energy) ;
HS.ESS1.B (/hsess1-earth-place-universe)

https://www.nextgenscience.org/pe/ms-ps2-2-motion-and-stability-forces-and-interactions 1/3
10/2/2019 MS-PS2-2 Motion and Stability: Forces and Interactions | Next Generation Science Standards

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.3 (http://www.corestandards.org/ELA- Follow precisely a multistep procedure when carrying out experiments, taking
Literacy/RST/6-8) measurements, or performing technical tasks. (http://www.corestandards.org/ELA-
Literacy/RST/6-8)(MS-PS2-2)
WHST.6-8.7 (http://www.corestandards.org/ELA- Conduct short research projects to answer a question (including a self-generated
Literacy/WHST/6-8) question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
(http://www.corestandards.org/ELA-Literacy/WHST/6-8)(MS-PS2-2)
Mathematics -
MP.2 Reason abstractly and quantitatively.
(http://www.corestandards.org/Math/Practice/MP2) (http://www.corestandards.org/Math/Practice/MP2)(MS-PS2-2)
6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
(http://www.corestandards.org/Math/Content/6/EE) (http://www.corestandards.org/Math/Content/6/EE)(MS-PS2-2)
7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative
(http://www.corestandards.org/Math/Content/7/EE) rational numbers in any form, using tools strategically. Apply properties of operations to
calculate with numbers in any form; convert between forms as appropriate; and
assess the reasonableness of answers using mental computation and estimation
strategies. (http://www.corestandards.org/Math/Content/7/EE)(MS-PS2-2)
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and
(http://www.corestandards.org/Math/Content/7/EE) construct simple equations and inequalities to solve problems by reasoning about the
quantities. (http://www.corestandards.org/Math/Content/7/EE)(MS-PS2-2)
* The performance expectations marked with an asterisk integrate traditional science content with engineering
through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science
Education: Practices, Cross-Cutting Concepts, and Core Ideas (http://www.nap.edu/catalog.php?
record_id=13165). Integrated and reprinted with permission from the National Academy of Sciences.

Viewing Options
Hide Popup
Black and White
Practices and Core Ideas
Practices and Crosscutting Concepts

Use browser zoom to increase text size (ctrl + on PC, command + on Mac)

Related Evidence Statements

MS-PS2-2 Evidence Statements
(https://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/MS-PS2-
2%20Evidence%20Statements%20June%202015%20asterisks.pdf)

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across
standards. More... (/how-to-read-the-standards)

(/)

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10/2/2019 MS-PS2-2 Motion and Stability: Forces and Interactions | Next Generation Science Standards

The Standards (/standards/standards)

Instruction and Assessment (/instruction-and-assessment/instruction-and-assessment)

Planning and Communication (/planning-and-communication/planning-and-communications)

News (/news) FAQs (/faqs) Glossary (/glossary) Contact (/content/contact-us)

Staff (/staff/staff) Trademark and Copyright (/trademark-and-copyright) Sitemap (/sitemap)

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10/2/2019 Egg Drop Lab Page - 1 and 2 S.R..docx

Name: ________________________ Class Period ___ Date______ Notebook Page: ___14___

Score: _____/30
Egg Drop Lab
Objec ve: To design a contrap on that can effec vely protect an egg from a drop of _____
meters. The design should resist external forces and protect the egg from cracking.

Background: Students must use their knowledge of engineering, Newton’s first and second law,
accelera on, speed/velocity, and displacement to design their contrap on.
Students will: (Procedures)
● Create a detailed drawing of their design.
● Calculate the theore cal me the egg would take to free fall from _3.8_ meters.
● Calculate the average force at which the egg would hit the ground without any
protec on.
● Calculate the final velocity the egg would hit the ground without any protec on.
● Use provided materials to build and test their design.
● Students will have a final test, where they measure the me it takes for an egg to fall
with their design, as well as, assess the effec veness of their design.
● Students will use their data to calculate the egg’s accelera on, force, and final velocity,
as well as, kine c and poten al energy in the experiment.

● Students will analyze their experiment and graph the class’s data to determine what
level of force the egg could have survived upon impact.

Materials:
- 1 egg (You will not get this immediately)
- 5 popsicle s cks
- 5 straws
- 5 rubber bands
- 2 sheets of paper
- 100 cm of string
- 100 cm of masking tape

Step 1: Design your egg carrier:

- You and your team will design a device that can successfully deliver an egg from a height
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Name: Class Period: Date:

Prototype Carrier Directions: Using the material list below, draw/label a model for your
prototype (like a rough draft) egg carrier. Your goal is to reduce the amount of force on your
carrier at impact with the ground after being dropped from a height of 3.8 meters.

Remember → 𝐹𝑜𝑟𝑐𝑒 = 𝑚𝑎𝑠𝑠 𝑥 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛

All materials must be used when designing/building your carrier. Use a color/symbol key or
label the parts used in your diagram for full credit. You are not graded on artistic ability but must
have some point of reference to materials used in your design.

Materials: Provide a description of how/where/why materials are used in design

o 5 straws
o 5 rubber bands
o 2 sheets of paper
o 100 cm string
o 100 cm masking tape
and how design will reduce force on egg:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Diagram:

Rubric:

Drawing of Design (1.5) Labeled Design (1.5) All Materials Included (1) Explanation/Purpose (1)

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