Question 49

Friction is commonly introduced as a particular example of an external force.  However, students have been experiencing friction for a long time. If we begin our discussion of forces and inertia with the inclusion of friction at the outset, do you believe that this change in approach can facilitate students' learning?  Why or why not?

TEACHING STANDARD B:
Teachers of science guide and facilitate learning. In doing this, teachers

• Recognize and respond to student diversity and encourage all students to participate fully in science learning.

TEACHING STANDARD D:
Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

• Make the available science tools, materials, media, and technological resources accessible to students.

TEACHING STANDARD E:
Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers

• Model and emphasize the skills, attitudes, and values of scientific inquiry.

PROFESSIONAL DEVELOPMENT STANDARD B:
Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must

• Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching.

PROFESSIONAL DEVELOPMENT STANDARD C:
Professional development for teachers of science requires building understanding and ability for lifelong learning. Professional development activities must

• Support the sharing of teacher expertise by preparing and using mentors, teacher advisers, coaches, lead teachers, and resource teachers to provide professional development opportunities.

ASSESSMENT STANDARD A:
Assessments must be consistent with the decisions they are designed to inform.

• Assessments have explicitly stated purposes.
• Assessment procedures are internally consistent.

ASSESSMENT STANDARD B:

• Achievement data collected focus on the science content that is most important for students to learn.

CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should develop an understanding of

• Motions and forces

PROGRAM STANDARD B:
The program of study in science for all students should be developmentally appropriate, interesting, and relevant to students' lives; emphasize student understanding through inquiry; and be connected with other school subjects.

• Science content must be embedded in a variety of curriculum patterns that are developmentally appropriate, interesting, and relevant to students' lives.

The program of study must emphasize student understanding through inquiry.