3-4

I1: Describe the effects of different types of forces (e.g., mechanical, electrical, magnetic) on motion.

Curriculum Organizing Questions	What causes objects to move? What is a force? How can you change the motion of this object by using a force? What force is making the tires on your car move?
Elaboration	At this level, students can work out for themselves some of the general relationships between force and the change of motion and internalize the notion between force as a push or pull of one thing to another --whether rubber bands, magnets, or explosions. Benchmarks p.89. Use common examples of forces that children are familiar with and give them many opportunities to explore as they continue describing motion. The focus is to understand that there are many types of forces, not to focus on the specifics of how they work.
Specific Ideas	Changes in speed or direction of motion are caused by forces.Benchmarks 4F1. The greater the force is, the greater the change in motion will be. The more massive an object is, the less effect a given force will have. Benchmarks 4F1. How fast things move differs greatly. Some things are so slow that their journey takes a long time; others move too fast for people to even see them. Benchmarks 4F2.
Developmental & Instructional Implications	True understanding of mechanical, electrical and magnetic forces is too sophisticated for this age range. Students hold various meanings for the word "force." Typically, students think force is something that makes things happen or creates change. Their descriptions of force often include related words, such as, energy, momentum, pressure, power, and strength. Younger students associate the word "force" with living things. Students tend to think of force as a property of an object ("an object has force," or "force is within an object") rather than as a relation between objects. In addition, students tend to distinguish between active objects and objects that support or block or otherwise act passively. Students tend to call the active actions "force" but do not consider passive actions as "forces". Benchmarks pg 339.
Examples	Use rubberband toys, electrical appliances or toys, and magnets to show the different forces.

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