• 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. (6-8)

• The gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center. (5)
• Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (6-8)

• Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (6-8)
• A system of objects may also contain stored (potential) energy, depending on their relative positions. (6-8)

• When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (6-8)

• Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems. (6-8)

• The transfer of energy can be tracked as energy flows through a designed or natural system. (6-8)
• Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). (6-8)
• Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (6-8)

• Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (6-8)

• Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)
  • Develop and use a model to describe phenomena. (6-8)

• 6-8: 4E/M1. Whenever energy appears in one place, it must have disappeared from another. Whenever energy is lost from somewhere, it must have gone somewhere else. Sometimes when energy appears to be lost, it actually has been transferred to a system that is so large that the effect of the transferred energy is imperceptible.
• 6-8: 4E/M4. Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves.
• 9-12: 4E/H1. Although the various forms of energy appear very different, each can be measured in a way that makes it possible to keep track of how much of one form is converted into another. Whenever the amount of energy in one place diminishes, the amount in other places or forms increases by the same amount.

• 3-5: 11B/E3. A model of something is similar to, but not exactly like, the thing being modeled. Some models are physically similar to what they are representing, but others are not.
• 3-5: 11B/E4. Models are very useful for communicating ideas about objects, events, and processes. When using a model to communicate about something, it is important to keep in mind how it is different from the thing being modeled.
• 6-8: 11B/M4. Simulations are often useful in modeling events and processes.
• 6-8: 11B/M5. The usefulness of a model depends on how closely its behavior matches key aspects of what is being modeled. The only way to determine the usefulness of a model is to compare its behavior to the behavior of the real-world object, event, or process being modeled.

• 7.RP.2.b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

• 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

• K-12: Evidence, Models, Explanation

• 5-8: Transfer of Energy

This simulation-based lesson was developed by a middle school science teacher to help students visualize how energy is conserved in a simple pendulum (a child swinging on a swing). Students can drag the swing to different heights, then activate the motion. As the swing moves in periodic motion, energy bar graphs are shown in real-time.....letting students see the changing levels of kinetic and potential energy. Highly recommended by editors. Includes full lesson plan and printable student guide. Easily adaptable for high school.

• Physical Sciences K-8 Teaching About Energy Unit
• Physics First Teaching About Energy Unit
• Conceptual Physics Teaching About Energy Unit
• Algebra-Based Physics Teaching About Energy Unit

This lesson integrates a computer model to help kids visualize how energy is conserved in a simple pendulum (a child swinging on a swing). Students can drag the swing to different heights, then activate the motion. As the swing moves in periodic motion, energy bar graphs are shown in real-time.....letting students see the changing levels of kinetic and potential energy. Highly recommended by editors. Includes full lesson plan and printable student guide. Easily adaptable for high school.

• Physical Sciences K-8 Simple Harmonic Motion Unit
• Physics First Simple Harmonic Motion Unit