TABLE OF CONTENTS - Lindbergh School District

d. Explain how the acceleration of a moving
object is affected by the amount of net force
applied and the mass of the object
d. Students will use Newton’s F=MA law.
They will discuss its meaning and
perform simple calculations. (1.1; 1.6)
d. Students will explain how the four forces
of lift/gravity/thrust/drag combine to keep
an airplane aloft.
Concept E: Perpendicular forces act
independently of each other
Concept F: Simple machines (levers, inclined
planes, wheels and axles, pulleys) affect the
forces applied to an object and/or direction of
movement as work is done
Scope and Sequence – Force, Motion, and Work
Not assessed at this level
a. Recognize examples of work being done on an
object (force applied and distance moved in
the direction of the applied force) with and
without the use of simple machines
b. Calculate the amount of work done when a
force is applied to an object over a distance
(W = F x d)
c. Explain how simple machines affect the
amount of effort force, distance through which
a force is applied, and/or direction of force
while doing work
d. Recognize that the amount of work input
equals the amount of work output with or
without the use of a simple machine
e. Evaluate simple machine designs to determine
which design requires the least amount of
effort force and explain why
a. Students will provide a sound definition
of work. (2.3)
b. Students will demonstrate the amount of
work done when an object is moved or
when a task is performed. (1.5; 4.1; 4.10)
c. Students will explain and demonstrate
how common tools are simple machines
and discuss the forces and motions
involved. (1.1; 1.6; 1.10; 3.1; 3.6; 4.1)
d. Students will provide examples of simple
machines and their use. They will relate
these to nature’s simple machines found
in the body. (2.3)
e. Students will provide examples of simple
machines and their use. Students will
relate these to nature’s simple machines
found in the body. (2.3)
a. Students will explain the types of energy,
changes in motion, and mechanical
advantage involved in shooting an arrow.
Where was the work done in shooting the
arrow
b. Students will list examples of simple
machines found in the human body and
explain the mechanical advantage they
provide.
c. Students will evaluate the use of a pulley
in lifting a heavy ob1ject. They will list
the advantages in using a pulley.
d. Students will locate and identify simple
machines in common use in the
home/classroom.
e. Students will compare the masses of
several objects and the distances from the
fulcrum of a balanced lever. Students will
predict the unknown mass of an object
hanging on the fulcrum.
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