Question 55

Would you use kinetic energy to teach about inertia?  Why or why not?

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

• Work together as colleagues within and across disciplines and grade levels.

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.
• Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

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

TEACHING STANDARD F:
Teachers of science actively participate in the ongoing planning and development of the school science program. In doing this, teachers

• Plan and develop the school science program.
• Participate in decisions concerning the allocation of time and other resources to the science program.

PROFESSIONAL DEVELOPMENT STANDARD A:
Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must

• Involve teachers in actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding.

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.

• In an effective science program, a set of clear goals and expectations for students must be used to guide the design, implementation, and assessment of all elements of the science program.

Responsibility needs to be clearly defined for determining, supporting, maintaining, and upgrading all elements of the science program.