1666 TEKS header image

Knowledge and Skills Statement

Science concepts. The student knows the relationship between force and motion in everyday life.

The further explanation is designed to be a resource for educators that helps them better understand the topic their students are learning. Further explanations may be written at a more complex level than would be expected for students at the grade level.

Students are taught to manipulate equations in Algebra I, SE 12.E: solve mathematic and scientific formulas, and other literal equations, for a specified variable.  Depending on their proficiency in math, students may need additional support, such as examples and modeling, to be successful at manipulating equations.

The Pythagorean Theorem is taught in grade 8 math, SE 8.7.C: use the Pythagorean Theorem and its converse to solve problems.

Glossary terms and definitions are consistent across kindergarten through high school in the TEKS Guide. The definitions are intended to give educators a common understanding of the terms regardless of what grade level they teach. Glossary definitions are not intended for use with students.

a vector quantity (magnitude and direction) that is a measurement of the change in motion of an object (speeding up, slowing down, or changing direction); the result of an unbalanced force; calculated as the rate of change in the velocity over time or by dividing the force applied by the mass of the object

a push or pull between two objects

the amount of matter in a substance, measured in grams or kilograms

an act, process, or instance of changing position or location

the sum of all the forces acting on an object within a system; includes both magnitude and direction

Research

Mešic, Vanes, Sabaheta Mahmutovic, Elvedin Hasovic, and Nataša Erceg. "Free-Body Diagrams and Problem Solving in Mechanics: An Example of the Effectiveness of Self-Constructed Representations." European Journal of Physics Education 7, no. 3 (2016): 53-67.https://eu-journal.org/index.php/EJPE/article/view/147.

Summary:  In this study, the researchers investigated how the inclusion of free-body diagrams into problem statements influences students' performance in solving mechanics problems. It was found that the inclusion of free-body diagrams into the problem statements not only did not facilitate problem-solving but also impeded it significantly.

Research

R, L. C. (2018). On the deduction of Newton’s second law. Acta Mechanica, 229(5), 2287-2290.https://doi.org/10.1007/s00707-017-2074-2.

Summary: This research aims to describe the use of car toys with Videos (TwV) in introducing Kinematics. This research specifically also provides information on the advantages and disadvantages of using TwV in learning Physics.