Simple Machines: Wedges

Simple Machines: Wedges

Ages 6–9 · 10 minutes · Science

Break a big problem into smaller pieces with wedges!

Even complex mechanical problems can have simple solutions. Students will join Brandon to learn how wedges can break things apart or hold them together. They will consider wedges in machines and in nature, as well as how the thickness of a wedge affects the way it distributes force.

No specific background required.

Part of

Standards alignment

Common Core State Standards

  • Pushes and pulls can have different strengths and directions.
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • When objects touch or collide, they push on one another and can change motion.

Alabama

  • SC23.3.1 — Conduct investigations to explain the effects of balanced and unbalanced forces exerted on an object, varying the size, number, and direction of the forces.
  • SC23.K.1 — Plan and carry out investigations to determine the effects of forces of different strengths and directions on the motion of an object, including speed, direction, and distance traveled.
  • SC23.1.5 — Use information from observations to explain how various external features help living things survive, grow, and meet their needs.

Alaska

  • Pushes and pulls can have different strengths and directions.
  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Arizona

  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • 1.P3U1.3 — Plan and carry out investigations which demonstrate how equal forces can balance objects and how unequal forces can push, pull, or twist objects, making them change their speed, direction, or shape.
  • Objects may break into smaller pieces, be put together into larger pieces, or change shapes.
  • Define a simple problem that can be solved through the development of a new or improved object or tool.

Arkansas

  • Pushes and pulls can have different strengths and directions.
  • When objects touch or collide, they push on one another and can change motion.
  • 1-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • 1-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

California

  • Pushes and pulls can have different strengths and directions.
  • A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.
  • When objects touch or collide, they push on one another and can change motion.
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • K-2-ETS1-3 — Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Colorado

  • PS2.A — Forces and Motion: Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces is used at this level). The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)
  • Define a simple problem that can be solved through the development of a new or improved object or tool.
  • SC.3.1.2 — Objects in contact exert forces on each other; electric and magnetic forces between a pair of objects do not require contact.
  • SC.K.1.1 — Pushes and pulls can have different strengths and directions, and can change the speed or direction of an object’s motion or start or stop it.

Connecticut

  • Pushes and pulls can have different strengths and directions.
  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Generate and/or compare multiple solutions to a problem.
  • When objects touch or collide, they push on one another and can change motion.
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Delaware

  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Pushes and pulls can have different strengths and directions.
  • Generate and/or compare multiple solutions to a problem.
  • When objects touch or collide, they push on one another and can change motion.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Florida

  • SC.2.P.13.1 — Investigate the effect of applying various pushes and pulls on different objects.
  • SC.1.P.13.1 — Demonstrate that the way to change the motion of an object is by applying a push or a pull.
  • SC.2.P.13.4 — Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.
  • SC.1.N.1.1 — Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.

Georgia

  • S4P3.c — Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel and axle, and screw) and how forces are changed when simple machines are used to complete tasks.
  • S2P2.a — Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.

Hawaii

  • Pushes and pulls can have different strengths and directions.
  • When objects touch or collide, they push on one another and can change motion.
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Idaho

  • Pushes and pulls can have different strengths and directions. (K-PS-1.1, K-PS-1.2)
  • Each force acts on one particular object with both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative, additions of forces are used at this level.) (3-PS-1.1)
  • When objects touch or collide, they push on one another and can change motion. (K-PS-1.1)
  • A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. (K-PS-1.2)
  • Objects in contact exert forces on each other (3-PS-1.1)

Illinois

  • PS2.A-P1 — Pushes and pulls can have different strengths and directions.
  • PS2.B-E1 — Objects in contact exert forces on each other.
  • SF-P1 — The shape and stability of structures of natural and designed objects are related to their function(s).
  • K-2-ETS1-3 — Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Indiana

  • 3.PS.2 — Identify types of simple machines and their uses. Investigate and build simple machines to understand how they are used.
  • K-2.E.2 — Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem.
  • K-2.E.1 — Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem.

Iowa

  • Pushes and pulls can have different strengths and directions.
  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.
  • When objects touch or collide, they push on one another and can change motion.
  • Generate and/or compare multiple solutions to a problem.

Kansas

  • When objects touch or collide, they push on one another and can change motion.
  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Pushes and pulls can have different strengths and directions.
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Kentucky

  • Pushes and pulls can have different strengths and directions.
  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • When objects touch or collide, they push on one another and can change motion.
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Louisiana

  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-PS2-1 — Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

Maine

  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-PS2-1 — Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Maryland

  • CCC.6.K-2.1 — The shape and stability of structures of natural and designed objects are related to their function(s).
  • DCI.PS2.A.K-2.1 — Pushes and pulls can have different strengths and directions.
  • DCI.PS2.B.K-2.1 — When objects touch or collide, they push on one another and can change motion.
  • SEP.6.K-2.3 — Generate and/or compare multiple solutions to a problem.
  • SEP.8.K-2.2 — Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.

Massachusetts

  • 3-PS2-1 — Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object.
  • 3.3-5-ETS1-2 — Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.*
  • K-PS2-1 — Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
  • 3.3-5-ETS1-1 — Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.*

Michigan

  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • 3-PS2-1 — Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • 1-LS1-1 — Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Minnesota

  • 0P.2.2.1.1 — Identify and describe patterns that emerge from the effects of different strengths or different directions of pushes and pulls on the motion of an object. (P: 5, CC: 2, CI: PS2)
  • 0P.4.1.1.1 — Construct an argument supported by evidence for whether a design solution works as intended to change the speed or direction of an object with a push or a pull.* (P: 7, CC: 2, CI: PS2, ETS1)
  • 4.1.2 — Students will be able to argue from evidence to justify the best solution to a problem or to compare and evaluate competing designs, ideas, or methods.*
  • 1L.3.1.1.1 — Develop a simple model based on evidence to represent how plants or animals use their external parts to help them survive, grow, and meet their needs. (P: 2, CC: 6, CI: LS1)

Mississippi

  • Construct Explanations (science) and Design Solutions (engineering)
  • P.2.6.2 — Generate and answer questions about the relationship between (1) friction and the motion of objects and (2) friction and the production of heat.
  • P.3.6.1 — Compare and contrast the effects of different strengths and directions of forces on the motion of an object (e.g., gravity, polarity, attraction, repulsion, or strength).
  • P.2.6.1 — Conduct a structured investigation to collect, represent, and analyze data from observations and measurements to demonstrate the effects of pushes and pulls with different strengths and directions. Communicate findings (e.g., models or technology).

Missouri

  • 4.PS3.C.1 — Use models to explain that simple machines change the amount of effort force and/or direction of force.
  • Objects in contact exert forces on each other.
  • Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.)
  • Substructures have shapes and parts that serve functions.

Montana

  • asking questions as it applies to science and defining problems as it applies to engineering
  • constructing explanations as it applies to science and designing solutions as it applies to engineering
  • K-PS2-1 — plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object;
  • K-PS2-2 — analyze data to determine whether a design solution works as intended to change the speed or direction of an object with a push or a pull;
  • 1-LS1-1 — use materials to design a solution to a human problem by mimicking plant and animal structures and functions that help them survive, grow, and meet their needs;

Nebraska

  • Pushes and pulls can have different strengths and directions.
  • Generate and/or compare multiple solutions to a problem.
  • When objects touch or collide, they push on one another and can change motion.
  • SC.1.6.2.B — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Define a simple problem that can be solved through the development of a new or improved object or tool.

Nevada

  • Pushes and pulls can have different strengths and directions.
  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • When objects touch or collide, they push on one another and can change motion.
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

New Hampshire

  • Pushes and pulls can have different strengths and directions.
  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

New Jersey

  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Pushes and pulls can have different strengths and directions.
  • Generate and/or compare multiple solutions to a problem.
  • When objects touch or collide, they push on one another and can change motion.
  • A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

New Mexico

  • Pushes and pulls can have different strengths and directions.
  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • When objects touch or collide, they push on one another and can change motion.
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

New York

  • Pushes and pulls can have different strengths and directions.
  • Generate and/or compare multiple solutions to a problem.
  • When objects touch or collide, they push on one another and can change motion.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

North Carolina

  • PS.3.2.1 — Carry out investigations to infer changes in speed or direction resulting from forces acting on an object.
  • PS.3.2 — Understand motion and factors that affect motion.
  • LS.K.1.2 — Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.

North Dakota

  • K-2-ET1-1 — Ask questions, make observations, and gather information to define a simple problem (a situation people want to change) that can be solved through the development of a new or improved object or tool.
  • K-2-ET1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Pushes and pulls can have different strengths and directions.
  • Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion.
  • K-2-ET1-3 — Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Ohio

  • 2.PS.1 — Forces change the motion of an object.
  • 1.PS.2 — Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth.

Oklahoma

  • Pushes and pulls can have different strengths and directions. (K.PS2.1, K.PS2.2)
  • The shape and stability of structures of natural and designed objects are related to their function(s). (1.PS4.4, 1.LS1.1, 2.LS2.2)
  • A situation that people want to change or create can be approached as a problem to be solved through engineering. (K.PS2.2)
  • Pushing and pulling on an object can change the speed or directions of its motion and can start or stop it. (K.PS2.1, K.PS2.2)
  • Substructures have shapes and parts that serve functions. (4.LS1.1)
  • Generate and/or compare multiple solutions to a problem.

Oregon

  • 1.ETS1.1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. [Clarification Statement: Identifying a problem or need is necessary before designing a solution. For example, students can describe desired features or tools to solve a simple problem.][assessment boundary: assessment does not include information regarding constraints (restraints or limitations).]
  • 1.ETS1.2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. [Clarification Statement: Solutions or designs can be addressed in stages before describing the overall plan or design.][assessment boundary: assessment is limited to the development of a single, simple solution illustrated by a sketch, drawing, or physical model.]
  • 1.ETS1.3 — Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. [Clarification Statement: Observations and measurements are collected and information is displayed to compare the performance of two objects. Students test solutions and collect data to identify the strengths and weaknesses of each object. Objects could feature shape, thickness, strength, speed, etc.][assessment boundary: assessment is limited to sharing observations about the strengths and weaknesses of the analyzed data. students will not be asked to propose an improved design based on the analyzed data.]
  • 3.PS2.1 — Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]

Pennsylvania

  • Pushes and pulls can have different strengths and directions.
  • 3.5.3-5.L — Demonstrate how tools and machines extend human capabilities, such as holding, lifting, carrying, fastening, separating, and computing.
  • 3.5.K-2.G — Explain the tools and techniques that people use to help them do things.
  • 3.5.K-2.N — Analyze how things work.
  • Objects in contact exert forces on each other.

Rhode Island

  • Pushes and pulls can have different strengths and directions.
  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Generate and/or compare multiple solutions to a problem.
  • A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.
  • When objects touch or collide, they push on one another and can change motion.

South Carolina

  • 2-ESS2-1.SEP.A: — Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K-2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Compare multiple solutions to a problem. NRC Framework Link
  • 3-PS2-1.DCI.A: — Forces and Motion Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. NRC Framework Link
  • 3-PS2-1.DCI.B: — Types of Interactions Objects in contact exert forces on each other. NRC Framework Link
  • 4-PS3-4.SEP.A: — 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. Apply scientific ideas to solve design problems. NRC Framework Link

South Dakota

  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Comparing and contrasting the effect of pushes and pulls in various directions and magnitudes on the motion of an object. Designing a solution to influence speed and direction change for various objects.
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Tennessee

  • 2.PS2.1 — Analyze the push or the pull that occurs when objects collide or are connected.
  • 2.PS2.2 — Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object.
  • 2.ETS1.1 — Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.
  • 2.ETS1.4 — Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design.
  • 2.PS2.3 — Recognize the effect of multiple pushes and pulls on an object's movement or non-movement.

Texas

  • 3.6B — demonstrate and observe how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons; and
  • 2.5C — demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties; and
  • 2.7B — plan and conduct a descriptive investigation to demonstrate how the strength of a push and pull changes an object's motion.

Utah

  • Students relate the shape and structure of an object or living thing to its properties and functions.
  • Students investigate and explain causal relationships in order to make tests and predictions.
  • K.3.1 — Plan and conduct an investigation to compare the effects of different strengths or different directions of forces on the motion of an object. Emphasize forces as a push and pull on an object. The idea of strength should be kept separate from the idea of direction. Non-contact forces, such as magnets and static electricity, will be taught in Grades 3 through 5. (PS2.A, PS2.B, PS2.C, PS3.C)
  • K.3.2 — Analyze data to determine how a design solution causes a change in the speed or direction of an object with a push or a pull. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, or knock down other objects. (PS2.A, PS2.B, PS2.C, PS3.C, ETS1.A, ETS1.B, ETS1.C)

Vermont

  • Pushes and pulls can have different strengths and directions.
  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • Generate and/or compare multiple solutions to a problem.

Virginia

  • 3.2.c — Simple machines increase or change the direction of a force.
  • 3.2.d — Simple and compound machines have many applications.
  • 3.1.d.ii — Generate and/or compare multiple solutions to a problem.
  • 3.2.a — Multiple forces may act on an object.
  • 3.2.b — The net force on an object determines how an object moves.

Washington

  • The shape and stability of structures of natural and designed objects are related to their function(s).
  • Pushes and pulls can have different strengths and directions.
  • Generate and/or compare multiple solutions to a problem.
  • When objects touch or collide, they push on one another and can change motion.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Washington, D.C.

  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Generate and/or compare multiple solutions to a problem.
  • K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-PS2-1 — Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

West Virginia

  • S.2.13 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Determining the relationships between structure and function
  • S.2.12 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • S.2.14 — Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
  • S.K.1 — Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

Wisconsin

  • Students observe the shape and stability of structures of natural and designed objects are related to their function(s).
  • Students define simple problems that can be solved through the development of a new or improved object or tool.
  • Students use evidence and ideas in designing solutions. This includes the following: Use tools and materials to design and/or build a device that solves a specific problem or a solution to a specific problem. Generate and compare multiple solutions to a problem.
  • A situation that people want to change or create can be approached as a problem to be solved through engineering. Asking questions, making observations, and gathering information are helpful in thinking about problems. Before beginning to design a solution, it is important to clearly understand the problem.
  • SCI.1.PS.2.A — Forces and Motion

Wyoming

  • Pushes and pulls can have different strengths and directions, and can change the speed or direction of its motion or start or stop it.
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Generate and/or compare multiple solutions to a problem.
  • Define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.