www.knexeducation.com 1 Alignment of the K’NEX Education Exploring Machines Group Set and Teacher’s Guide to the Next Generation Science Standards Grade 5 - 9 Grade 5 5-PS2-1 Motion and Stability: Forces and Interaction Students who demonstrate understanding can: 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). @ Support an argument with evidence, data, or a model. Disciplinary Core Ideas PS2.B: Types of Interactions @ The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. Crosscutting Concepts Cause and Effect @ Cause and effect relationships are routinely identified and used to explain change. Common Core State Standards Connections: ELA/Literacy - RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-PS2-1) W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-PS2-1) EXPLORING MACHINES GROUP SET 78600
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Alignment of the K’NEX Education Exploring Machines Group Set and Teacher’s Guide to the Next Generation Science Standards
Grade 5 - 9 Grade 5 5-PS2-1 Motion and Stability: Forces and Interaction
Students who demonstrate understanding can: 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
Support an argument with evidence, data, or a model.
Disciplinary Core Ideas
PS2.B: Types of Interactions The gravitational force of Earth acting on an object near
Earth’s surface pulls that object toward the planet’s center.
Crosscutting Concepts
Cause and Effect Cause and effect relationships are routinely identified and
used to explain change.
Common Core State Standards Connections: ELA/Literacy - RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-PS2-1) W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-PS2-1)
Students who demonstrate understanding can: 3-5-ETS1-1.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:
Science and Engineering Practices
Asking Questions and Defining Problems Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.
Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
Disciplinary Core Ideas
ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available
materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
Crosscutting Concepts
Influence of Science, Engineering, and Technology on Society and the Natural World
People’s needs and wants change over time, as do their demands for new and improved technologies.
Common Core State Standards Connections: ELA/Literacy - W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (3-5-ETS1-1) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of
sources. (3-5-ETS1-1) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1) Mathematics - MP.2 Reason abstractly and quantitatively. (3-5-ETS1-1) MP.4 Model with mathematics. (3-5-ETS1-1) MP.5 Use appropriate tools strategically. (3-5-ETS1-1) 3-5.OA
Operations and Algebraic Thinking (3-ETS1-1)
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3-5-ETS1-2 Engineering Design
Students who demonstrate understanding can: 3-5-ETS1-2.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.
Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions Research on a problem should be carried out before
beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.
At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.
Crosscutting Concepts
Influence of Science, Engineering, and Technology on Society and the Natural World
Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.
Common Core State Standards Connections: ELA/Literacy - RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (3-5-ETS1-2) RI.5.1 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (3-5-ETS1-2) RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS1-2) Mathematics - MP.2 Reason abstractly and quantitatively. (3-5-ETS1-2) MP.4 Model with mathematics. (3-5-ETS1-2) MP.5 Use appropriate tools strategically. (3-5-ETS1-2) 3-5.OA Operations and Algebraic Thinking (3-ETS1-2)
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3-5-ETS1-3 Engineering Design
Students who demonstrate understanding can: 3-5-ETS1-3.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:
Science and Engineering Practices
Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.
Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions Tests are often designed to identify failure points or
difficulties, which suggest the elements of the design that need to be improved.
ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine
which of them best solves the problem, given the criteria and the constraints.
Crosscutting Concepts
Common Core State Standards Connections: ELA/Literacy - W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (3-5-ETS1-3) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of
sources. (3-5-ETS1-3) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-3) Mathematics - MP.2 Reason abstractly and quantitatively. (3-5-ETS1-3) MP.4 Model with mathematics. (3-5-ETS1-3) MP.5 Use appropriate tools strategically. (3-5-ETS1-3)
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Middle School (Grades 6 – 8) MS-PS2-2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can: MS-PS2-2.
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.
Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.
Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual
connections between evidence and explanations.
Disciplinary Core Ideas
PS2.A: Forces and Motion The motion of an object is determined by the sum of the
forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.
All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.
Crosscutting Concepts
Stability and Change Explanations of stability and change in natural or designed
systems can be constructed by examining the changes over time and forces at different scales.
Common Core State Standards Connections: ELA/Literacy - RST.6-8.3 Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS2-2) WHST.6-8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS2-2)
Mathematics - MP.2 Reason abstractly and quantitatively. (MS-PS2-2) 6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers. (MS-PS2-2) 7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with
numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-PS2-2) 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-PS2-2)
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MS-PS3-2 Energy
Students who demonstrate understanding can: MS-PS3-2.
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.
Develop a model to describe unobservable mechanisms.
Disciplinary Core Ideas
PS3.A: Definitions of Energy A system of objects may also contain stored (potential)
energy, depending on their relative positions.
PS3.C: Relationship Between Energy and Forces When two objects interact, each one exerts a force on the
other that can cause energy to be transferred to or from the object.
Crosscutting Concepts
Systems and System Models Models can be used to represent systems and their
interactions – such as inputs, processes, and outputs – and energy and matter flows within systems.
Common Core State Standards Connections: ELA/Literacy - SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-PS3-2)
MS-ETS1-1 Engineering Design
Students who demonstrate understanding can: MS-ETS1-1.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Asking Questions and Defining Problems Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.
Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.
Disciplinary Core Ideas
ETS1.A: Defining and Delimiting Engineering Problems The more precisely a design task’s criteria and constraints
can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.
Crosscutting Concepts
Influence of Science, Engineering, and Technology on Society and the Natural World
All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.
The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.
Common Core State Standards Connections: ELA/Literacy - WHST.6-8.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (MS-ETS1-1)
Mathematics - MP.2 Reason abstractly and quantitatively. (MS-ETS1-1) 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-1)
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MS-ETS1-2 Engineering Design
Students who demonstrate understanding can: MS-ETS1-2.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with
respect to how well they meet the criteria and constraints of a problem.
Crosscutting Concepts
Common Core State Standards Connections: ELA/Literacy - RST.6-8.1 RST.6-8.9 Compare and contrast the information gained from experiments, simulations, videos, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-2) WHST.6-8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ETS1-2)
WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research. (MS-ETS1-2)
Mathematics - MP.2 Reason abstractly and quantitatively. (MS-ETS1-2) 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-2)
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MS-ETS1-3 Engineering Design
Students who demonstrate understanding can: MS-ETS1-3.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
Analyze and interpret data to determine similarities and differences in findings.
Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with
respect to how well they meet the criteria and constraints of a problem.
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
ETS1.C: Optimizing the Design Solution Although one design may not perform the best across
all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design.
Crosscutting Concepts
Common Core State Standards Connections: ELA/Literacy - RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3)
RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-3)
Mathematics - MP.2 Reason abstractly and quantitatively. (MS-ETS1-3) 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-3)
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MS-ETS1-4 Engineering Design
Students who demonstrate understanding can: MS-ETS1-4.
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.
Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.
Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis
of the test results, in order to improve it. Models of all kinds are important for testing solutions.
ETS1.C: Optimizing the Design Solution The iterative process of testing the most promising solutions
and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
Crosscutting Concepts
Common Core State Standards Connections: ELA/Literacy - SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (MS-ETS1-4) Mathematics - MP.2 Reason abstractly and quantitatively. (MS-ETS1-4)
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High School Grade 9 HS-PS2-3 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can: HS-PS2-3.
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects.
Disciplinary Core Ideas
PS2.A: Forces and Motion If a system interacts with objects outside itself, the total
momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.
ETS1.A: Defining and Delimiting an Engineering Problem Criteria and constraints also include satisfying any
requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary)
ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that
can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary)
Crosscutting Concepts
Cause and Effect Systems can be designed to cause a desired effect.
Common Core State Standards Connections: ELA/Literacy - WHST.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS2-3)
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HS-PS3-3 Energy
Students who demonstrate understanding can: HS-PS3-3.
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
Disciplinary Core Ideas
PS3.A: Definitions of Energy At the macroscopic scale, energy manifests itself in multiple
ways, such as in motion, sound, light, and thermal energy.
PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted
to less useful forms—for example, to thermal energy in the surrounding environment.
ETS1.A: Defining and Delimiting an Engineering Problem Criteria and constraints also include satisfying any
requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary)
Crosscutting Concepts
Energy and Matter Changes of energy and matter in a system can be described
in terms of energy and matter flows into, out of, and within that system.
Influence of Science, Engineering and Technology on Society and the Natural World
Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks.
Common Core State Standards Connections: ELA/Literacy - WHST.9-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-3)
Mathematics - MP.2 Reason abstractly and quantitatively. (HS-PS3-3) MP.4 Model with mathematics. (HS-PS3-3) HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the
origin in graphs and data displays. (HS-PS3-3) HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-3) HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-3)
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HS-ETS1-2 Engineering Design
Students who demonstrate understanding can: HS-ETS1-2.
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles and theories.
Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
Disciplinary Core Ideas
ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that
can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
Crosscutting Concepts
Common Core State Standards Connections: Mathematics - MP.4 Model with mathematics. (HS-ETS1-2)
