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Identify examples of gravitational and contact forces, such as falling objects or push and pull.
General Information
Number: SC.6.P.13.In.1
Category: Independent
Date Adopted or Revised:
02/08
Big Idea:
Forces and Changes in Motion : A. It takes energy to change the motion of objects.
B. Energy change is understood in terms of forces--pushes or pulls.
C. Some forces act through physical contact, while others act at a distance.
Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A, B, and C.
Clarification for grades 6-8: The target understanding for students in grades 6-8 should begin to transition the focus to a more specific definition of forces and changes in motion. Net forces create a change in motion. A change in momentum occurs when a net force is applied to an object over a time interval.
Grades 9-12, Standard 12: Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval.
B. Energy change is understood in terms of forces--pushes or pulls.
C. Some forces act through physical contact, while others act at a distance.
Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A, B, and C.
Clarification for grades 6-8: The target understanding for students in grades 6-8 should begin to transition the focus to a more specific definition of forces and changes in motion. Net forces create a change in motion. A change in momentum occurs when a net force is applied to an object over a time interval.
Grades 9-12, Standard 12: Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval.
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