ALEX Resources

   View Standards     Standard(s): [SC2015] (3) 1 :

1 ) Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically.

[SC2015] (3) 3 :

3 ) Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g., distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic interactions between two objects not in contact with one another (e.g., force between two permanent magnets or between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two magnets).

[SC2015] (4) 1 :

1 ) Use evidence to explain the relationship of the speed of an object to the energy of that object.

[SC2015] (4) 3 :

3 ) Investigate to determine changes in energy resulting from increases or decreases in speed that occur when objects collide.

[SC2015] (5) 6 :

6 ) Construct an explanation from evidence to illustrate that the gravitational force exerted by Earth on objects is directed downward towards the center of Earth.

[SC2015] (5) 7 :

7 ) Design and conduct a test to modify the speed of a falling object due to gravity (e.g., constructing a parachute to keep an attached object from breaking).*

This lesson is adapted from a lesson entitled, "Marble Run", from the NASA Education Guide Amusement Park Physics with a NASA Twist.

Students will explore the effects of force, speed, motion, and gravity in creating a roller coaster track for a marble.

This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

   View Standards     Standard(s): [SC2015] (3) 3 :

3 ) Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g., distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic interactions between two objects not in contact with one another (e.g., force between two permanent magnets or between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two magnets).

[SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :

4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Electricity is a form of power that is produced by the movement of electrons. Static electricity and lightning are natural forms of electricity, and they occur when electrons jump from one object to another.

The classroom resource provides a video that will introduce students to the different types of electricity. This resource can provide background information for students before they conduct their own investigations. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] (3) 3 :

3 ) Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g., distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic interactions between two objects not in contact with one another (e.g., force between two permanent magnets or between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two magnets).

[SC2015] (3) 4 :

4 ) Apply scientific ideas about magnets to solve a problem through an engineering design project (e.g., constructing a latch to keep a door shut, creating a device to keep two moving objects from touching each other such as a maglev system).*

[SC2015] ES6 (6) 11 :

11 ) Develop and use models of Earth's interior composition to illustrate the resulting magnetic field (e.g., magnetic poles) and to explain its measureable effects (e.g., protection from cosmic radiation).

Magnetism is a force that causes objects to attract or repel each other. An object's magnetic force is how strong that attraction is. Magnetic fields are the areas where the magnetic force will work. Magnets also have opposite poles, negative and positive. Remember, opposites attract!

The classroom resource provides a slide show that will introduce magnets, magnetic fields, and magnetic forces. This resource can provide background information for students before they create their own models and conduct their own investigations. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] (3) 3 :

3 ) Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g., distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic interactions between two objects not in contact with one another (e.g., force between two permanent magnets or between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two magnets).

[SC2015] (3) 4 :

4 ) Apply scientific ideas about magnets to solve a problem through an engineering design project (e.g., constructing a latch to keep a door shut, creating a device to keep two moving objects from touching each other such as a maglev system).*

[ELA2021] (3) 19 :

19. Determine the explicit or implied main idea and supporting details of a text.

a. Explain how supporting details contribute to the main idea, using textual evidence.

b. Recount or summarize the key ideas from the text.

Meet a clingy red-eyed tree frog with a magnetic personality as you learn about magnets, magnetic forces, and how magnets make things move. Use main ideas and key phrases to help you read. Then, invent your own amazing magnet technology for the future.