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ERIC Number: EJ1001643
Record Type: Journal
Publication Date: 2012-Oct
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0036-8148
How Does Force Affect Motion?
Darling, Gerald
Science and Children, v50 n2 p50-53 Oct 2012
Whether playing soccer at recess, walking to lunch, or sitting at their desk, children encounter forces every moment of their lives. The connection between force and motion is absolutely amazing to children, so anyone working with them better be prepared for the battery of tough questions they ask: "What made the ball move that way? Why does a soccer ball eventually stop if no one touches it? Why is it so hard to walk on an icy sidewalk? What happens to gravity when a book is sitting on the desk?" In their enthusiasm to discover answers to these questions, many students develop misconceptions which make the topic of force difficult to teach. The author starts with a preassessment survey to identify misconceptions and determine student understanding of forces. Then he engages students with hands-on activities in an active learning environment to address student misconceptions and develop their knowledge of forces. As a result of participating in these activities, students will be able to explain what a force is using common, everyday examples, identify the four ways in which a force can change the motion of an object, describe the force of friction using common examples, and identify the forces acting on an object at rest. These activities were developed for students in fourth grade and address "A Framework for K-12 Science Education" (NRC 2011) as force is one of the core ideas for physical science. (Contains 1 figure, 3 resources, and 1 online resource.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A