These are the standard 45-minute example files. They are draft teaching materials and have not been independently teacher-reviewed.
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Student worksheet preview
Two lessons. Six questions. View the public example, or adapt a pack in the paid studio.
prepmylesson.STUDENT WORKSHEET
Physical science · Grades 6–8 · Lesson 1 of 2
Forces & motion
Motion is not the same as a change in motion
45 minutes · Standard
Name Date
Our learning goals
Distinguish motion from change in motion.
01
In an ideal friction-free model, a cart is moving right. Net force becomes zero. Predict its motion over the next few seconds and explain.
02
A cart moves right while a constant net force acts left. Describe what happens first and what could happen later if the force continues.
EXIT
Is this always true: a moving object must have a nonzero net force in its direction of motion? Give a counterexample.
Explain your thinking with words, diagrams, or both.
prepmylesson.STUDENT WORKSHEET
Physical science · Grades 6–8 · Lesson 2 of 2
Forces & motion
Plan a fair comparison
45 minutes · Standard
Name Date
Our learning goals
Compare changes in motion while controlling mass or net force.
Plan a one-variable investigation with meaningful measurements and controls.
01
Plan a comparison of how mass affects changes in motion under the same net force. Specify what you change, measure, and control, and explain how the force is established.
02
A light cart receives a small push and a heavy cart a much bigger push. The heavy cart speeds up more. Why does this not show that more mass always causes more acceleration? Improve the comparison.
EXIT
Two carts have different masses but equal constant net force, initial velocity and observation time. Which has the larger change in velocity? Name one condition to check.
Explain your thinking with words, diagrams, or both.
View the complete answer key & scoring guidance
prepmylesson.TEACHER ANSWER KEY
Physical science · Grades 6–8 · Lesson 1 of 2
Forces & motion
Motion is not the same as a change in motion
45 minutes · Standard
Learning goals & evidence
Distinguish motion from change in motion.fm-o1
Read the reasoning, not just the answer.
Reference responses are original drafts. Teacher confirmation applies only to this exact question-and-answer version.
Reference responsefm-q1
Unreviewed draft
In an ideal friction-free model, a cart is moving right. Net force becomes zero. Predict its motion over the next few seconds and explain.
It keeps moving right at the same velocity. Zero net force means no acceleration in this model, not automatic stopping.
Evidence to look for
Preserves the existing velocity.
Explains no change rather than no motion.
Goals: fm-o1
Reference responsefm-q2
Unreviewed draft
A cart moves right while a constant net force acts left. Describe what happens first and what could happen later if the force continues.
It first slows while still moving right. If the force persists long enough, it can stop and then move left. Acceleration is leftward while velocity changes over time.
Evidence to look for
Describes initial slowing.
Allows later reversal under a continuing force.
Distinguishes velocity from acceleration.
Goals: fm-o1
Exit ticketfm-q3
Unreviewed draft
Is this always true: a moving object must have a nonzero net force in its direction of motion? Give a counterexample.
No. A friction-free cart can move at constant velocity with zero net force.
Evidence to look for
Rejects the universal claim.
Provides a valid counterexample.
Goals: fm-o1
Sources & review status
Original prototype draft. No teacher review, classroom trial, or learning-effect validation has been completed.
Sources inform the science; they do not endorse this pack. Check whether each question measures its stated learning goal, including after any teacher edit.
prepmylesson.TEACHER ANSWER KEY
Physical science · Grades 6–8 · Lesson 2 of 2
Forces & motion
Plan a fair comparison
45 minutes · Standard
Learning goals & evidence
Compare changes in motion while controlling mass or net force.fm-o2
Plan a one-variable investigation with meaningful measurements and controls.fm-o3
Read the reasoning, not just the answer.
Reference responses are original drafts. Teacher confirmation applies only to this exact question-and-answer version.
Reference responsefm-q4
Unreviewed draft
Plan a comparison of how mass affects changes in motion under the same net force. Specify what you change, measure, and control, and explain how the force is established.
Change mass and measure change in velocity over the same interval. Keep net force, initial velocity, method and reference frame fixed. Set force explicitly in a model; in a physical setup account for applied force and friction.
Evidence to look for
Changes one intended variable.
Measures change in motion over time.
Explains meaningful controls and how net force is set or measured.
Does not call a paper plan a completed experiment.
Goals: fm-o3
Reference responsefm-q5
Unreviewed draft
A light cart receives a small push and a heavy cart a much bigger push. The heavy cart speeds up more. Why does this not show that more mass always causes more acceleration? Improve the comparison.
Both force and mass changed, so the effect of mass is not isolated. Control net force, time interval and initial conditions while changing mass; account for friction.
Evidence to look for
Identifies confounding.
Proposes a controlled comparison.
Explains why changing both mass and force prevents a conclusion about mass alone.
Goals: fm-o3
Exit ticketfm-q6
Unreviewed draft
Two carts have different masses but equal constant net force, initial velocity and observation time. Which has the larger change in velocity? Name one condition to check.
The lower-mass cart. Check the force, interval, initial velocity or friction accounting so the stated comparison is meaningful.
Evidence to look for
Chooses lower mass under the given conditions.
Names a relevant control or check.
Goals: fm-o2
Sources & review status
Original prototype draft. No teacher review, classroom trial, or learning-effect validation has been completed.
Sources inform the science; they do not endorse this pack. Check whether each question measures its stated learning goal, including after any teacher edit.
Explore the forces & motion modelOptional classroom visual
Predict first. Then test the idealized model.
One dimension. No friction. Net force is set directly. Positive values point right. This model is not a physical classroom measurement.
Changing an input resets time and position. “Step 1 second” works without animation.
−20 m0 m+20 m
▰
Time 0.0 sPosition 0.00 mVelocity 2.00 m/sAcceleration 0.00 m/s²
The model uses a = Fnet / m, xnext = x + vΔt + ½aΔt², and vnext = v + aΔt. These internal rules do not make formula calculation a student learning requirement.
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