Question 52

In looking at constant acceleration in the case of freely falling objects, do you think it is necessary for students to work through thought experiments to understand how it is logical that the  acceleration of an object in free fall is independent of mass, or  does physically demonstrating this provide sufficient understanding? Why or why not?

TEACHING STANDARD A:
Teachers of science plan an inquiry-based science program for their students. In doing this, teachers

• Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.

TEACHING STANDARD C:
Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

• Guide students in self-assessment.
• Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.

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

• Structure the time available so that students are able to engage in extended investigations.
• Identify and use resources outside
  the school.

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 A:
All elements of the K-12 science program must be consistent with the other National Science Education Standards and with one another and developed within and across grade levels to meet a clearly stated set of goals.

• Teaching practices need to be consistent with the goals and curriculum framework.