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Teacher Background for Force, Mass, and Acceleration TEKS 4D (Expanded) Assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force, using equipment such as dynamic carts, moving toys, vehicles, and falling objects. TEKS IPC TEKS 4D How the TEKS Changed 1998 TEKS 2010–2011 TEKS 4D Calculate speed, momentum, acceleration, work, and power in systems such as in the human body, moving toys, and machines. 4D Assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force, using equipment such as dynamic carts, moving toys, vehicles, and falling objects. Unpacking the TEKS Students explore how force, mass, and acceleration are related as stated in Newton’s second law. Use TEKS Lesson 4D: Force, Mass, and Acceleration to help students learn about force, mass, and acceleration. Related Content 2010 TEKS 4D falls under science concept statement 4: The student knows concepts of force and motion evident in everyday life. In this context, students will come to understand how to describe and measure the motion of an object. In addition, students will learn how an object’s motion is affected by force and the different types of forces that may act on object. 1 Content Refresher Prior Knowledge Newton’s second law of motion says that an object’s acceleration is directly proportional to the net force acting on it and inversely proportional to its mass (a F/m, F ma). One application is the measurement of weight. Weight, W, is a force, while the gravity, g, is the acceleration (W mg). On Earth’s surface, g is approximately 9.8 m/s2. Content and Vocabulary Activate Prior Knowledge Students should have an understanding of the law of conservation of energy, which states that energy cannot be created or destroyed. acceleration: the rate at which velocity changes force: a push or a pull that acts on an object mass: the amount of matter in an object In the 1680s, Newton related the laws in his book Philosophiae Naturalis Principia Mathematica. He stated that force is proportional to change in momentum. Mathematically, this law is F m v. A change in velocity is the same as acceleration, so this equation became F ma. Show students either models or photos of a bowling ball, a baseball, and a golf ball. Ask students what the differences are between them (size, mass, etc.). Then challenge students to explain why a golf ball would be easier to throw than a bowling ball. Misconception Alert Students may hold the misconception that only a moving object can exert force. Stationary objects, such as a stack of books either on a desk or held in a student’s hands, are examples of objects that exert force even when not in motion. Covering the TEKS and Their Breakouts: Students will master TEKS 4D when they read and answer: Lab Question 4 where they will (4D) assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force. 2