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Next Generation Science Standards and
Active Physics Alignment
Organized by Performance Expectation
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Table of Contents
NGSS………………………………………………………..…..4
Alignment Between Active Physics and NGSS……………..5
Example Lead Page……………………………………..…….6
Essential Questions in Active Physics……………..……......8
Example Section Page………………………...………..…….10
HS-PS-1-8…………………………….………...……..…..….11
HS-PS-2-1…………………………….………...……..…..….16
HS-PS-2-2…………………………….………...……..…..….22
HS-PS-2-3…………………………….………...……..…..….26
HS-PS-2-4…………………………….………...……..…..….30
HS-PS-2-5…………………………….………...……..…..….35
HS-PS-3-1…………………………….………...……..…..….40
HS-PS-3-2…………………………….………...……..…..….50
HS-PS-3-3…………………………….………...……..…..….55
HS-PS-3-4…………………………….………...……..…..….63
HS-PS-3-5…………………………….………...……..…..….67
HS-PS-4-1…………………………….………...……..…..….73
HS-PS-4-2…………………………….………...……..…..….79
HS-PS-4-3…………………………….………...……..…..….81
HS-PS-4-4…………………………….………...……..…..….85
HS-PS-4-3…………………………….………...……..…..….87
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Table of Alignment by Performance Expectation………….89
Table of Alignment by Chapter……………………………....91
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NGSS Active Physics Alignment
NGSS
“Next Generation Science Standards (NGSS) identifies the science all K-12 students should
know. These new standards are based on the National Research Council’s A Framework for K-
12 Science Education. The National Research Council, the National Science Teachers
Association, the American Association for the Advancement of Science, and Achieve have
partnered to create the standards through a collaborative state-led process. The standards are
rich in content and practice and arranged in a coherent manner across disciplines and grades to
provide all students an internationally benchmarked science education.”1
“The National Research Council's (NRC) Framework describes a vision of what it means to be
proficient in science; it rests on a view of science as both a body of knowledge and an evidence-
based, model and theory building enterprise that continually extends, refines, and revises
knowledge. It presents three dimensions that will be combined to form each standard:
Dimension 1: Practices
The practices describe behaviors that scientists engage in as they investigate and build
models and theories about the natural world and the key set of engineering practices that
engineers use as they design and build models and systems. The NRC uses the term
practices instead of a term like “skills” to emphasize that engaging in scientific
investigation requires not only skill but also knowledge that is specific to each practice.
Part of the NRC’s intent is to better explain and extend what is meant by “inquiry” in
science and the range of cognitive, social, and physical practices that it requires.
Although engineering design is similar to scientific inquiry, there are significant
differences. For example, scientific inquiry involves the formulation of a question that can
be answered through investigation, while engineering design involves the formulation of a
problem that can be solved through design. Strengthening the engineering aspects of the
Next Generation Science Standards will clarify for students the relevance of science,
technology, engineering and mathematics (the four STEM fields) to everyday life.
Dimension 2: Crosscutting Concepts
Crosscutting concepts have application across all domains of science. As such, they are a
way of linking the different domains of science. They include: Patterns, similarity, and
diversity; Cause and effect; Scale, proportion and quantity; Systems and system models;
Energy and matter; Structure and function; Stability and change. The Framework
emphasizes that these concepts need to be made explicit for students because they
provide an organizational schema for interrelating knowledge from various science fields
into a coherent and scientifically-based view of the world.
Dimension 3: Disciplinary Core Ideas
Disciplinary core ideas have the power to focus K–12 science curriculum, instruction and
assessments on the most important aspects of science. To be considered core, the ideas
should meet at least two of the following criteria and ideally all four:
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
1
http://www.nap.edu/catalog/18290/next-generation-science-standards-for-states-by-states
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• Have broad importance across multiple sciences or engineering disciplines or be
a key organizing concept of a single discipline;
• Provide a key tool for understanding or investigating more complex ideas and
solving problems;
• Relate to the interests and life experiences of students or be connected
to societal or personal concerns that require scientific or technological
knowledge;
• Be teachable and learnable over multiple grades at increasing levels of depth
and sophistication.”2
Alignment between Active Physics and Next Generation Science
Standards (NGSS)
Reminder: NGSS is not a curriculum. It is up to curriculum developers to create engaging,
pedagogically sound means of approaching physics using research and strong instructional
models which will guide students to an understanding of physics. The students should then
have the knowledge and context to meet the Performance Expectations of the NGSS as well as
have a sense of physics as a coherent discipline and a way of viewing the world.
“Active Physics® is a curriculum based on the research on how students learn—encapsulated in
the 7E Instructional Model (elicit, engage, explore, explain, elaborate, extend, evaluate). As a
result, Active Physics provides ALL students with a deep and memorable learning experience.”3
This document shows the alignment between Active Physics and the Next Generation Science
Standards to help teachers get a better understanding of the relationship between them.
The NGSS are typically organized by Disciplinary Core Idea (DCI), and each DCI contains
several Performance Expectations, or things students should know or be able to do after their
science courses. Each Performance Expectation has an identifying code that includes the grade
and strand (Earth Science, Life Science, Physical Science, or Engineering), such as HS-PS3-1.
The NGSS have also been cross-mapped so that each Performance Expectation addresses
one of the Crosscutting Concepts and utilizes one of the Science and Engineering Practices.
This crossover is noted by the red on the pages for each Performance Expectation.
There are four parts to this document. Each part corresponds to one of the Disciplinary Core
Ideas (DCI). The parts are HS-PS-1, Matter and Its Interactions, HS-PS-2, Motion and Stability:
Forces and Interactions, HS-PS-3, Energy, and HS-PS-4, Waves and Their Applications in
Technologies for Information Transfer. Within each part, you will find information about the
Performance Expectations within that DCI and the Active Physics Chapters and Sections where
students will discover that content.
The first Disciplinary Core Idea is HS-PS-1. Since most the curriculum for HS-PS-1 is chemistry
content, this document starts with HS-PS-1-8. (HS-PS-1-1 through HS-PS-1-7 are found in
Active Chemistry.) All Performance Expectations of HS-PS-2, HS-PS-3, and HS-PS-4 are
included in Active Physics as can be seen in this document.
Each part (HS-PS-1, HS-PS-2, HS-PS-3, and HS-PS-4) includes all of the Performance
Expectations within that DCI, which are indicated by the number at the end of the name (HS-
PS-2-1). Each Performance Expectation starts with a “Lead Page” that includes Crosscutting
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
2
http://www.nextgenscience.org/three-dimensions
3
http://www.iat.com/courses/high-school-science/active-physics/?type=introduction
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Concepts and Science and Engineering Practices relevant to that Performance Expectation
marked in red. This information all comes from the NGSS. You will notice that these Lead
Pages are in a different font than the section pages and have a note in red at the top of the
page.
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An example lead page
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After that “Lead Page”, there is a page for each section from Active Physics that covers the
content of that Performance Expectation. This page includes a description of the activity and
another chart of Crosscutting Concepts and Science and Engineering Practices, but this chart
has red highlighting to show the concepts and practices that are used and could be emphasized
in the activity for that section. After this chart, you will find the Essential Questions from this
section.
Essential Questions in Active Physics
The Essential Questions are one way to assess the Performance Expectations.
What does it mean?
NGSS: This most closely aligns with the Disciplinary Core Ideas in NGSS.
The first essential question, “What does it mean?” requires students to describe the content of
the section based on what they have learned in their investigation and reading.
How do you know?
NGSS: The question asks students to draw the connection between the Disciplinary
Core Idea and the Science and Engineering Practices.
The second essential question, “How do you know?” is answered by a description of the
experimental evidence that students discovered during the investigate. Students “know”
because they have done an experiment. These experiments utilize the Science and Engineering
Practices highlighted in red in the Section Charts.
Why do you believe?
NGSS: This question asks students to draw connections between the content of the
Section and the larger Disciplinary Core Idea. [i.e. Connects with Other Physics Content]
It then draws connections between the Disciplinary Core Ideas and the Crosscutting Concepts.
[i.e. Fits with Big Ideas in Science] It finally connects the Disciplinary Core Idea, the Science
and Engineering Practice and the Crosscutting Concept (three-dimensional learning) in
exploring the “nature of science.” [i.e. Meets Physics Requirements.]
The third essential question, “Why do you believe?” emphasizes one of three ideas (“Connects
with Other Physics Content”, “Fits with Big Ideas in Science,” or “Meetings Physics
Requirements”) to help students understand physics as it relates to the world outside the
classroom.
Why should you care?
NGSS: This question is a response to students about relevance and students’ very
common and appropriate question, “Why are we learning this?” It focuses on the engineering
applications of the physics content. The NRC Framework (from which the NGSS was drawn)
states:
“Specifically, a core idea for K-12 science instruction should
1. Have broad importance across multiple sciences or engineering disciplines or be a key
organizing principle of a single discipline.
2. Provide a key tool for understanding or investigating more complex ideas and solving
problems.
3. Relate to the interests and life experiences of students or be connected to societal or
personal concerns that require scientific or technological knowledge.
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4. Be teachable and learnable over multiple grades at increasing levels of depth and
sophistication. That is, the idea can be made accessible to younger students but is
broad enough to sustain continued investigation over years. “4
Why should you care deals specifically with #3 and indirectly with #1 and #2.
The last question, “Why Should You Care?” requires students to make a direct line from the
section to the Chapter Challenge. This serves three purposes: the students have an immediate
need to know this information, they are required to transfer their new knowledge and also to
begin planning a response to the Chapter Challenge.
Since the Chapter Challenges all deal with engineering, the “Why do you care” essential
questions also links Engineering Practices required for the chapter completion to each individual
Section of the chapter.
If you have questions or find errors in this document, please email Alex Hartley at
alex.hartley@umb.edu. Thank you!
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
4
A Framework for K-12 Science Education, National Research Council
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An example section page
You will find tables at the end of the document that show the alignment by Performance
Expectation and by Active Physics Chapter.
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HS-PS1 Matter and Its Interactions
HS-PS1-8
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HS-PS1 Matter and Its Interactions
HS-PS1-8
Lead Page
*Performance expectations 1-1 through 1-7 and are covered in Active Chemistry, not Active Physics.
**In the charts below, PE stands for Performance Expectation.
***All of the information on this page came from the Next Generation Science Standards.
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the
energy released during the processes of fission, fusion, and radioactive decay.
[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of
energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does
not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive
decays.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS1-8 Develop
models to illustrate
the changes in the
composition of the
nucleus of the atom
and the energy
released during the
processes of fission,
fusion, and
radioactive decay.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
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Active Physics Chapter Ch 8 – Atoms on Display
Section S7 – Radioactive Decay
Description Students investigate the statistical properties of randomly tossing marked
cubes. They then relate these results to the statistics of radioactive decay.
The concept of half-life is introduced as a clock for measuring radioactive
decay. Students are then introduced to complete nuclear equations for
alpha, beta and gamma decays.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS1-8
Develop models
to illustrate the
changes in the
composition of
the nucleus of
the atom and the
energy released
during the
processes of
fission, fusion,
and radioactive
decay.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
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Active Physics Chapter Ch 8 – Atoms on Display
Section S8 – Energy Stored in the Nucleus
Description Students are introduced to Einstein’s famous equation E = mc
2
and use it to
calculate the neergy liberated by the conversion of mass to energy. After
calculating the mass defect of the nucleus, the equation is used to claculate
nuclear binding energies.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS1-8
Develop models
to illustrate the
changes in the
composition of
the nucleus of
the atom and the
energy released
during the
processes of
fission, fusion,
and radioactive
decay.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
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Active Physics Chapter Chapter 8 – Atoms on Display
Section Section 9 – Nuclear Fission and Fusion: Breaking Up Is Hard to Do
Description Students start by calculating the nuclear binding energy of various elements and
then graph the binding energy per nucleon versus the element’s atomic number.
Students explore nuclear fission and fusion reactions. How a fission chain reaction
works is also studied.
Science and Engineering Practices Crosscutting Concepts
HS-PS1-8 Develop
models to illustrate
the changes in the
composition of the
nucleus of the atom
and the energy
released during the
processes of fission,
fusion, and
radioactive decay.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
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HS-PS2 Motion and Stability: Forces and Interactions
HS-PS2-1
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HS-PS2 Motion and Stability: Forces and Interactions
HS-PS2-1
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical
relationship among the net force on a macroscopic object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for
objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object
being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to
macroscopic objects moving at non-relativistic speeds.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-1. Analyze
data to support the
claim that Newton’s
second law of motion
describes the
mathematical
relationship among the
net force on a
macroscopic object, its
mass, and its
acceleration.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
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Active Physics Chapter Ch 2 – Physics in Action
Section S3 – Newton’s second law: push or pull
Description Students calibrate and use a simple force meter to explore the variables
involved in the acceleration of an object. They then connect their
observations and data to a study of Newton’s second law of motion.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-1.
Analyze data to
support the claim
that Newton’s
second law of
motion describes
the mathematical
relationship
among the net
force on a
macroscopic
object, its mass,
and its
acceleration.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
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Active Physics Chapter Ch 3 – Safety
Section S4 – Newton’s second law of motion: the rear-end collision
Description Students explore the effects of rear-end collisions on passengers, focusing
on whiplash. They use Newton’s laws to describe how whiplash occurs. They
also describe, analyze and explain situations involving collisions using
Newton’s first and second laws.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-1.
Analyze data to
support the claim
that Newton’s
second law of
motion describes
the mathematical
relationship
among the net
force on a
macroscopic
object, its mass,
and its
acceleration.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
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Active Physics Chapter Ch 4 – Thrills and Chills
Section S6 – Forces acting during acceleration: apparent weight on a roller
coaster
Description Students use a spring scale to investigate the net force required for an object
to travel upward and downward, first for a constant velocity, then for upward
and downward acceleration. Newton’s second law for net forces is used to
analyze a free-body diagram for objects undergoing accelerations. The
apparent weight change in an elevator is related to its acceleration and the
acting net force. Why the force of gravity accelerates all objects at the same
rate is discussed.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-1.
Analyze data to
support the claim
that Newton’s
second law of
motion describes
the mathematical
relationship
among the net
force on a
macroscopic
object, its mass,
and its
acceleration.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
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Chapter in Active Physics Ch 9 – Sports on the Moon
Section S3 – Mass, weight and gravity
Description Using a simulation that allows for the comparison of mass and weight
between Earth and the Moon, students investigate the ratio of gravity on
Earth to that on the Moon. After determining that an object’s inertia does
not change, the forces needed to overcome weight and inertia on the
Moon are discussed.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-1. Analyze
data to support the
claim that Newton’s
second law of
motion describes
the mathematical
relationship among
the net force on a
macroscopic
object, its mass,
and its
acceleration.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
22	
  
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HS-PS2 Motion and Stability: Forces and Interactions
HS-PS2-2
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HS-PS2: Motion and Stability: Forces and Interactions
HS-PS2-2
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is
conserved when there is no net force on the system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative
meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one
dimension.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-2. Use
mathematical representa-
tions to support the
claim that the total
momentum of a system
of objects
is conserved when there
is no net force on the
system.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
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Chapter in Active Physics Ch 3 – Safety
Section S5 – Momentum: Concentrating on Collisions
Description After observing various collisions, students are introduced to the concept
of momentum. Through measurements taken during various collisions,
they determine the mass of a cart. Students then calculate and consider
the momentum of various objects.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-2. Use
mathematical
representations
to support the
claim that the
total momentum
of a system of
objects
is conserved
when there is no
net force on the
system.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
25	
  
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Chapter in Active Physics Ch 3 – Safety
Section S6 – Conservation of Momentum
Description Students investigate the law of conservations of momentum by measuring
the masses and velocities of objects before and after collisions. Students
then analyze various collisions by applying the law of conservation of
momentum.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-2. Use
mathematical
representations
to support the
claim that the
total momentum
of a system of
objects
is conserved
when there is no
net force on the
system.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
26	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS2 Motion and Stability: Forces and Interactions
HS-PS2-3
27	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS2 Motion and Stability:
Forces and Interactions
HS-PS2-3
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
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.
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at
protecting an object from damage and modifying the design to improve it. Examples of a device could include a football
helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic
manipulations.]
PE Science and Engineering Practices Crosscutting Concepts
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.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
28	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Ch 3 – Safety
Section S7 – Impulses and changes in momentum – crumple zone
Description Students design a device on the outside of a cart to absorb energy during
a collision to assist in reducing the net force acting on passengers inside
the vehicle. Students use probes to measure the velocity of the vehicle and
the force acting on the vehicle during impact, and then describe the
relationship between impulse (FΔT) and change in momentum (ΔV).
PE Science and Engineering Practices Crosscutting Concepts
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.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
29	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Ch 9 – Sports on the Moon
Section S6 – Momentum and Gravity – Golf on the Moon
Description Using a variety of balls, students measure the height after each bounce
when dropped and when projected by a collision. They use this data to
infer a golfball’s speed when hit on Earth and on the Moon. The interaction
of different golf balls with varying degrees of mass is also investigated.
PE Science and Engineering Practices Crosscutting Concepts
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.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
30	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS2 Motion and Stability: Forces and Interactions
HS-PS2-4
31	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS2 Motion and Stability: Forces and Interactions
HS-PS2-4
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
HS-PS2-4 Use mathematical representations of Newton’s First Law of Gravitation and Coulomb’s Law to
describe and predict the gravitational and electrostatic forces between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric
fields.] [Assessment Boundary: Assessment is limited to systems with two objects.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-4 Use
mathematical
representations of
Newton’s First
Law of
Gravitation and
Coulomb’s Law to
describe and
predict the
gravitational and
electrostatic forces
between objects.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
*All of the information on this page came from the Next Generation Science Standards.
32	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Ch 4 – Thrills and Chills
Section S4 – Newton’s Law of Universal Gravitation: the ups and downs of
roller coasters
Description Students investigate how the force of gravity varies with distance from the
center of Earth using data for the acceleration due to gravity at various
points. Using a graph, they determine the inverse square relationship
between gravitational force and distance. The shape of Earth’s
gravitational field is noted. Newton’s derivation of the gravitational force
and the shape of the celestial orbits are discussed.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-4 Use
mathematical
representations
of Newton’s
First Law of
Gravitation and
Coulomb’s Law
to describe and
predict the
gravitational
and
electrostatic
forces between
objects.
1. Asking Questions and Defining
Problems
1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation
3. Planning and Carrying Out
Investigations
3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and
Designing Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and
Communicating Information
33	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Ch 8 – Atoms on Display
Section S1 – Static electricity and Coulomb’s Law – opposites attract
Description Using transparent cellophane tape, students investigate the static
electricity of charged objects. Inductive electric forces are explored and the
students read about conservation of charge and Coulomb’s law to prepare
them to understand the forces holding an atom together.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-4 Use
mathematical
representations
of Newton’s
First Law of
Gravitation and
Coulomb’s Law
to describe and
predict the
gravitational and
electrostatic
forces between
objects.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
34	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Ch 9 – Sports on the Moon
Section S3 – Mass, weight and gravity
Description Using a simulation that allows for the comparison of mass and weight
between Earth and the Moon, students investigate the ratio of gravity on
Earth to that on the Moon. After determining that an object’s inertia does
not change, the forces needed to overcome weight and inertia on the
Moon are discussed.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-4 Use
mathematical
representations
of Newton’s
First Law of
Gravitation and
Coulomb’s Law
to describe and
predict the
gravitational and
electrostatic
forces between
objects.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
35	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS2 Motion and Stability: Forces and Interactions
HS-PS2-5
36	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS2 Motion and Stability: Forces and Interactions
HS-PS2-5
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a
magnetic field and that a changing magnetic field can produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and
tools.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-5. Plan
and conduct an
investigation to
provide evidence
that an electric
current can
produce a
magnetic field and
that a changing
magnetic field can
produce an
electric current.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
*All of the information on this page came from the Next Generation Science Standards.
37	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Ch 7 – Toys for Understandings
Section S1 – The Electricity and Magnetism Connection
Description Students explore the forces of magnetic attraction and repulsion as well as
the properties of ferrous materials. They then plot the magnetic field of a
bar magnet using a compass and iron filings. Students investigate the
relationship between electricity and magnetism by using a compass to test
for the magnetic field produced by a current-carrying wire. A method to
predict the direction of the magnetic field around a current-carrying wire
using the left hand is discussed.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-5. Plan
and conduct an
investigation to
provide
evidence that
an electric
current can
produce a
magnetic field
and that a
changing
magnetic field
can produce an
electric current.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
38	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Ch 7 – Toys for Understandings
Section S4 – Deduce and Induce currents
Description Students construct a galvanometer by using the fact that a compass can
detect the presence of a magnetic field. They will use a permanent magnet
and a solenoid to create an induced current by manually alternating the
motion of a magnet in a fashion similar to the process used by Faraday
and Henry. Using the galvanometer to detect the induced current, they will
explore the need for relative motion between magnetic fields and wires.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-5. Plan
and conduct an
investigation to
provide
evidence that
an electric
current can
produce a
magnetic field
and that a
changing
magnetic field
can produce an
electric current.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
39	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Ch 7 – Toys for Understandings
Section S6 – Electromagnetic Spectrum – Maxwell’s Great Synthesis
Description Students start by classifying groups as a way to identify patterns. The
students look at the relationships between electricity and magnetism they
have studied and try to find a pattern. A discussion of the pattern
discovered by Maxwell and his discovery that all electromagnetic waves
travel at the speed of light is discussed. Several experiments that
attempted to calculate the speed of light are also discussed. The students
conclude by reading about the electromagnetic spectrum.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS2-5. Plan
and conduct an
investigation to
provide
evidence that
an electric
current can
produce a
magnetic field
and that a
changing
magnetic field
can produce an
electric current.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
40	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS3: Energy
HS-PS3-1
41	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS3: Energy
HS-PS3-1
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
Create a computational model to calculate the change in the energy of one component in a system when the
change in energy of the other component(s) and energy flows in and out of the system are known.
[Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.]
[Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three
components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-1 Create a
computational model
to calculate the
change in the energy
of one component in
a system when the
change in energy of
the other
component(s) and
energy flows in and
out of the system are
known.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
42	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Chapter 2 – Physics in Action
Section Section 9 – Conservation of Energy: Defy Gravity
Description Students learn to measure hang time and analyze vertical jumps of athletes using
slow-motion videos. This introduces the concept that work when jumping is force
applied against gravity.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-1 Create
a computational
model to calculate
the change in the
energy of one
component in a
system when the
change in energy
of the other
component(s) and
energy flows in
and out of the
system are known.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
	
  
43	
  
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Chapter in Active Physics Chapter 3 – Safety
Section Section 3 – Energy and Work: Why Air Bags?
Description Students investigate and observe how spreading the force of an impact
over a greater distance reduces the amount of damage done to an egg
during a collision. They describe and explain their observations using the
work-energy theorem.
PE Science and Engineering Practices Crosscutting Concepts
1. Asking Questions and Defining Problems 1. Patterns
HS-PS3-1 Create
a computational
model to calculate
the change in the
energy of one
component in a
system when the
change in energy
of the other
component(s) and
energy flows in
and out of the
system are known.
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
44	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Chapter 4 – Thrills and Chills
Section Section 2 – Gravitational Potential Energy and Kinetic Energy: What Goes Up and
What Comes Down
Description Students discover what determines the speed of a ball as it rolls on an incline. This
result is compared with the velocity of a pendulum swinging from different heights
by graphing velocity squared versus height. Gravitational potential energy and
kinetic energy are used to describe the similarity of results. Conservation of energy
is explored in the transformation of energy forms.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-1 Create
a computational
model to calculate
the change in the
energy of one
component in a
system when the
change in energy
of the other
component(s) and
energy flows in
and out of the
system are known.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
45	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Chapter 4 – Thrills and Chills
Section Section 3: Spring Potential Energy: More Energy
Description Students use a spring “pop-up” toy to investigate spring potential energy stored in a
compressed spring. Using the concepts of kinetic and gravitational potential
energy, they explore the law of conservation of mechanical energy that includes
the energy stored when springs are compressed or stretched.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-1 Create
a computational
model to calculate
the change in the
energy of one
component in a
system when the
change in energy
of the other
component(s) and
energy flows in
and out of the
system are known.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
46	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Active Physics Chapter Chapter 6 – Electricity for Everyone
Section Section 8 – Energy Consumption: Cold Shower
Description Electricity used by water heaters is the focus of the activity, which also reinforces
the concepts of energy transfer. Students investigate the amount of energy in
joules needed to raise the temperature of water and then calculate the efficiency of
different water heaters. They also consider alternate solutions to the expectation of
hot water in a home.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-1 Create
a computational
model to calculate
the change in the
energy of one
component in a
system when the
change in energy
of the other
component(s) and
energy flows in
and out of the
system are known.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
47	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Chapter 8 – Atoms on Display
Section Section 8 – Energy Stored Within the Nucleus
Description Students are introduced to Einstein’s famous equation E=mc
2
and use it to
calculate the energy liberated by the conversion of mass to energy. After
calculating the mass defect of the nucleus, the equation is used to calculate
nuclear binding energies.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-1 Create
a computational
model to calculate
the change in the
energy of one
component in a
system when the
change in energy
of the other
component(s) and
energy flows in
and out of the
system are known.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
48	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Chapter 8 – Atoms on Display
Section Section 9 – Nuclear Fission and Fusion: Breaking Up Is Hard to Do
Description Students start by calculating the nuclear binding energy of various elements and
then graph the binding energy per nucleon versus the element’s atomic number.
Students also explore fission and fusion reactions. How a fission chain reaction
works is also studied.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-1 Create a
computational model
to calculate the
change in the energy
of one component in
a system when the
change in energy of
the other
component(s) and
energy flows in and
out of the system are
known.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and
Communicating Information
49	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Chapter 9 – Sports on the Moon
Section Section 5 – Gravity, Work, and Energy: Jumping on the Moon
Description Students measure vertical distances when jumping and then analyze their motion
in terms of work and conservation of energy. Applying what they know about
gravity on the Moon, they predict vertical distances they could jump on the Moon.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-1 Create
a computational
model to calculate
the change in the
energy of one
component in a
system when the
change in energy
of the other
component(s) and
energy flows in
and out of the
system are known.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
50	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS3: Energy
HS-PS3-2
51	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS3: Energy
HS-PS3-2
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a
combination of energy associated with the motions of particles (objects) and energy associated with the
relative position of particles (objects).
[Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic
energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between
two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer
simulations.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-2
Develop and use
models to illustrate
that energy at the
macroscopic scale can
be accounted for as a
combination of
energy associated with
the motions of
particles (objects) and
energy associated with
the relative position
of particles (objects).
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
52	
  
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Chapter in Active Physics Chapter 2 – Physics in Action
Section Section 8 – Potential and Kinetic Energy: Energy in the Pole Vault
Description Students use a penny launched from a ruler to model motion during the pole
vault. They connect their observations to the concept of energy conservation.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-2
Develop and use
models to illustrate
that energy at the
macroscopic scale
can be accounted for
as a combination of
energy associated
with the motions of
particles (objects)
and energy
associated with the
relative position of
particles (objects).
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
53	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Chapter 6 – Electricity for Everyone
Section Section 7 – Laws of Thermodynamics: Too Hot, Too Cold, Just Right
Description Students investigate the laws of heat transfer by mixing hot and cold water in
different proportions. The concept of specific heat is developed as the
students use hot metal to warm cold water. Conservation of energy is then
discussed as the students calculate energy transfers between various
materials. The difference between heat and temperature is emphasized while
the laws of thermodynamics and entropy are discussed.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-2
Develop and use
models to illustrate
that energy at the
macroscopic scale
can be accounted for
as a combination of
energy associated
with the motions of
particles (objects)
and energy
associated with the
relative position of
particles (objects).
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
54	
  
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Chapter in Active Physics Chapter 8 – Atoms on Display
Section Section 4 – Hydrogen Spectra and Bohr’s Model of the Hydrogen Atom
Description Students investigate spectral lines using a spectrometer to measure the
wavelengths of light emitted by three gases. The unique spectra of atoms are
discussed and the students then learn about the Bohr model of the atom.
Using this model, they calculate the wavelengths of light emitted as electrons
jump from one quantized orbit to another. The discovery of helium from its
spectrum is discussed. In the Active Physics Plus, the formula for the energy
of a photon is also discussed.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-2
Develop and use
models to illustrate
that energy at the
macroscopic scale
can be accounted for
as a combination of
energy associated
with the motions of
particles (objects)
and energy
associated with the
relative position of
particles (objects).
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
55	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS3: Energy
HS-PS3-3
56	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS3: Energy
HS-PS3-3
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
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.] [Assessment
Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to
devices constructed with materials provided to students.]
PE Science and Engineering Practices Crosscutting Concepts
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.*
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating Information
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or
Disciplinary Core Idea.
57	
  
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*All of the information on this page came from the Next Generation Science Standards.
58	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Active Physics Chapter Chapter 4 – Thrills and Chills
Section Section 10 – Safety Is Required but Thrills Are Desired
Description Students investigate parameters that determine what limits are placed on their
design. Students calculate centripetal force, apparent weight, normal force, and
the net force acting on the roller coaster cars at various points to determine the
forces acting on the coaster car.
PE Science and Engineering Practices Crosscutting Concepts
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.*
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
59	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Chapter 6 – Electricity for Everyone
Section Section 8 – Energy Consumption: Cold Shower
Description Electricity used by water heaters is the focus of this activity, which also
reinforces concepts of energy transfer. Students investigate the amount of
energy in joules needed to raise the temperature of water, and then calculate
the efficiency of different water heaters. They also consider alternate
solutions to the expectation of hot water in a home.
PE Science and Engineering Practices Crosscutting Concepts
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.*
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and
Communicating Information
	
  
60	
  
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Chapter in Active Physics Chapter 6 – Electricity for Everyone
Section Section 9 – Comparing Energy Consumption: More for Your Money
Description Students conduct an experiment in which they determine and compare the
power consumption and efficiency of three systems that could be used to
heat water. They apply collected data to confirm their response to the
challenge in which they recommend appliances for the universal home.
Methods of heat transfer are discussed, including convection, conduction,
and radiation.
PE Science and Engineering Practices Crosscutting Concepts
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.*
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
61	
  
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Chapter in Active Physics Chapter 7 – Toys for Understanding
Section Section 3 – Building and Electric Motor
Description Students construct and operate a DC motor. They also read about how a DC
motor works, and how a commutator is necessary to operate a DC motor.
PE Science and Engineering Practices Crosscutting Concepts
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.*
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and
Communicating Information
62	
  
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Chapter in Active Physics Chapter 7 – Toys for Understanding
Section Section 4 – Detect and Induce Currents
Description Students construct a galvanometer by using the fact that a compass can
detect the presence of a magnetic field. They will use a permanent magnet
and a solenoid to create an induced current by manually alternating the
motion of a magnet in a fashion similar to the process used by Faraday and
Henry. Using the galvanometer to detect the induced current, they will
explore the need for relative motion between magnetic fields and wires.
PE Science and Engineering Practices Crosscutting Concepts
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.*
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and
Communicating Information
63	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS3: Energy
HS-PS3-4
64	
  
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HS-PS3: Energy
HS-PS3-4
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two
components of different temperature are combined within a closed system results in a more uniform energy
distribution among the components in the system (second law of thermodynamics).
[Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to
describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing
liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary:
Assessment is limited to investigations based on materials and tools provided to students.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-4
Plan and conduct an
investigation to provide
evidence that the transfer
of thermal energy when
two components of
different temperature are
combined within a closed
system results in a more
uniform energy
distribution among the
components in the system
(second law of
thermodynamics).
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
65	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
*All of the information on this page came from the Next Generation Science Standards.
66	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Chapter 6 – Electricity for Everyone
Section Section 7 – Laws of Thermodynamics: Too Hot, Too Cold, Just Right
Description Students investigate the laws of heat transfer by mixing hot and cold water in
different proportions. The concept of specific heat is developed as the
students use hot metal to warm cold water. Conservation of energy is then
discussed as the students calculate energy transfers between various
materials. The difference between heat and temperature is emphasized while
the laws of thermodynamics and entropy are discussed.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-4
Plan and conduct an
investigation to provide
evidence that the
transfer of thermal
energy when two
components of different
temperature are
combined within a
closed system results in
a more uniform energy
distribution among the
components in the
system (second law of
thermodynamics).
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and
Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and
Communicating Information
67	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
68	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS3: Energy
HS-PS3-5
69	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS3: Energy
HS-PS3-5
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces
between objects and the changes in energy of the objects due to the interaction.
[Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what
happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to
systems containing two objects.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-5 Develop and
use a model of two
objects interacting
through electric or
magnetic fields to
illustrate the forces
between objects and the
changes in energy of the
objects due to the
interaction.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
70	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
*All of the information on this page came from the Next Generation Science Standards.
71	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Active Physics Chapter Chapter 7: Toys for Understanding
Section Section 1: The Electricity and Magnetism Connection
Description Students explore the forces of magnetic attraction and repulsion as well as the
magnetic properties of ferrous materials. They then plot the magnetic field of a bar
magnet using a compass and iron filings. Students investigate the relationship
between electricity and magnetism by using a compass to test for the magnetic field
produced by a current-carrying wire. A method to predict the direction of the
magnetic field around a current-carrying wire using the left hand is discussed.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-5 Develop
and use a model of
two objects
interacting through
electric or magnetic
fields to illustrate the
forces between
objects and the
changes in energy of
the objects due to the
interaction.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
72	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
73	
  
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Chapter in Active Physics Chapter 8 – Atoms on Display
Section Section 1 – Static Electricity and Coulomb’s Law: Opposites Attract
Description Using transparent cellophane tape, students investigate the static electricity
of charged objects. Inductive electric forces are explored and the students
read about conservation of charge and Coulomb’s law to prepare them to
understand the forces holding an atom together.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS3-5
Develop and
use a model of
two objects
interacting
through electric
or magnetic
fields to
illustrate the
forces between
objects and the
changes in
energy of the
objects due to
the interaction.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
74	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS4: Waves and Their Applications in
Technologies for Information Transfer
HS-PS4-1
75	
  
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HS-PS4: Waves and Their Applications in
Technologies for Information Transfer
HS-PS4-1
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency,
wavelength, and speed of waves traveling in various media. [
Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound
waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary:
Assessment is limited to algebraic relationships and describing those relationships qualitatively.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS4-1. Use
mathematical
representations
to support a
claim regarding
relationships
among the
frequency,
wavelength, and
speed of waves
traveling in
various media.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing Solutions 6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
76	
  
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Chapter in Active Physics Ch 5 – Let Us Entertain You
Section S1 – Sounds in Vibrating Strings
Description To connect vibrations to sound, the students observe the vibration of a
plucked string and investigate how the pitch varies with the length of the
string. They then explore how the tension of the string affects the vibration
rate and the pitch.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS4-1. Use
mathematical
representations to
support a claim
regarding
relationships among
the frequency,
wavelength, and
speed of waves
traveling in various
media.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and
Quantity
4. Analyzing and Interpreting Data 4. Systems and System
Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
77	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
PE Science and Engineering Practices Crosscutting Concepts
HS-PS4-1. Use
mathematical
representations to
support a claim
regarding
relationships
among the
frequency,
wavelength, and
speed of waves
traveling in various
media.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
Chapter in Active Physics Ch 5 – Let Us Entertain You
Section S2 – Making Waves
Description By making waves with coiled springs, students observe transverse and
longitudinal waves, periodic wave pulses, and standing waves. The
students investigate the relationship between wave speed and amplitude,
the effect of a medium on wave speed, and when waves meet, wave
addition (or the principle of superposition). Using standing waves, the
students develop the relationship between wave speed, frequency and
velocity.
78	
  
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Chapter in Active Physics Ch 5 – Let Us Entertain You
Section S3 – Sounds in Strings Revisited
Description Students return to vibrating strings, interpreting what they observed in
Section 1 in terms of standing waves wavelength, and the frequency of a
vibrating string. The students ten apply the wave equation to human
motion, where speed equals stride length times frequency.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS4-1. Use
mathematical
representations to
support a claim
regarding
relationships among
the frequency,
wavelength, and
speed of waves
traveling in various
media.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and
Communicating Information
79	
  
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Active Physics Chapter Ch 5 – Let Us Entertain You
Section S4 – Sounds from Vibrating Air
Description Drinking straws and test tubes partially filled with water are used to model
wind instruments that use columns of vibrating air to produce sounds. The
students investigate the relationship of pitch to length of the vibrating column
of air in longitudinal waves. Diffraction of waves is investigated as a method
to transmit sound from the vibrating air column to its surroundings.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS4-1. Use
mathematical
representations to
support a claim
regarding
relationships among
the frequency,
wavelength, and
speed of waves
traveling in various
media.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
80	
  
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HS-PS4: Waves and Their Applications in
Technologies for Information Transfer
HS-PS4-2
81	
  
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HS-PS4: Waves and Their Applications in
Technologies for Information Transfer
HS-PS4-2
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
[Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored
reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of
easy deletion, security, and theft.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS4-2 Evaluate
questions about the
advantages of using a
digital transmission and
storage of information.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
*The third edition of Active Physics does not have this content. We are working on
developing activities that cover it.
82	
  
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HS-PS4: Waves and Their Applications in
Technologies for Information Transfer
HS-PS4-3
83	
  
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HS-PS4: Waves and Their Applications in
Technologies for Information Transfer
HS-PS4-3
Lead Page
*All of the information on this page came from the Next Generation Science Standards.
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be
described either by a wave model or a particle model, and that for some situations one model is more useful
than the other.
[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally
modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and
photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.]
PE Science and Engineering Practices Crosscutting Concepts
HS-PS4-3. Evaluate the
claims, evidence, and
reasoning behind the
idea that electromagnetic
radiation can be
described either by a
wave model or a particle
model, and that for
some situations one
model is more useful
than the other.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and Communicating
Information
84	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Active Physics Chapter Ch 7 – Toys for Understanding
Section S6 – Electromagnetic Spectrum: Maxwell’s Great Synthesis
Description Students start by classifying groups as a way to identify patterns. The
students look at the relationships between electricity and magnetism they
have studied and try to find a pattern. A discussion of the pattern discovered
by Maxwell and his discovery that all electromagnetic waves travel at the
speed of light is discussed. Several experiments that attempted to calculate
the speed of light are also discussed. The students conclude by reading
about the electromagnetic spectrum.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS4-3. Evaluate
the claims, evidence,
and reasoning
behind the idea that
electromagnetic
radiation can be
described either by a
wave model or a
particle model, and
that for some
situations one model
is more useful than
the other.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and
Communicating Information
85	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
Chapter in Active Physics Ch 8 – Atoms on Display
Section S5 – Wave-Particle Duality of Light: Two models are better than
one!
Description The wave and particle nature of light is explored by investigating
two-slit interference and the photoelectric effect. By drawing an
analogy to standing waves on a string, a new interpretation of the
Bohr orbit as standing waves of electrons is introduced, with a
nonmathematical introduction of the Schrodinger wave equation.
The dual wave and particle nature of the electrons is also
discussed.
PE Science and Engineering Practices Crosscutting Concepts
HS-PS4-3. Evaluate
the claims, evidence,
and reasoning
behind the idea that
electromagnetic
radiation can be
described either by a
wave model or a
particle model, and
that for some
situations one model
is more useful than
the other.
1. Asking Questions and Defining Problems 1. Patterns
2. Developing and Using Models 2. Cause and Effect
3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity
4. Analyzing and Interpreting Data 4. Systems and System Models
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows,
Cycles and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
7. Engaging in Argument from Evidence 7. Stability and Change
8. Obtaining, Evaluating and
Communicating Information
86	
  
This is a draft document. If you have any questions or find errors, please let us know! 	
  
HS-PS4: Waves and Their Applications in
Technologies for Information Transfer
HS-PS4-4
NGSS Active Physics Alignment by Performance Expectation Updated 6-3
NGSS Active Physics Alignment by Performance Expectation Updated 6-3
NGSS Active Physics Alignment by Performance Expectation Updated 6-3
NGSS Active Physics Alignment by Performance Expectation Updated 6-3
NGSS Active Physics Alignment by Performance Expectation Updated 6-3
NGSS Active Physics Alignment by Performance Expectation Updated 6-3
NGSS Active Physics Alignment by Performance Expectation Updated 6-3

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NGSS Active Physics Alignment by Performance Expectation Updated 6-3

  • 1. 1   This is a draft document. If you have any questions or find errors, please let us know!   Next Generation Science Standards and Active Physics Alignment Organized by Performance Expectation
  • 2. 2   This is a draft document. If you have any questions or find errors, please let us know!   Table of Contents NGSS………………………………………………………..…..4 Alignment Between Active Physics and NGSS……………..5 Example Lead Page……………………………………..…….6 Essential Questions in Active Physics……………..……......8 Example Section Page………………………...………..…….10 HS-PS-1-8…………………………….………...……..…..….11 HS-PS-2-1…………………………….………...……..…..….16 HS-PS-2-2…………………………….………...……..…..….22 HS-PS-2-3…………………………….………...……..…..….26 HS-PS-2-4…………………………….………...……..…..….30 HS-PS-2-5…………………………….………...……..…..….35 HS-PS-3-1…………………………….………...……..…..….40 HS-PS-3-2…………………………….………...……..…..….50 HS-PS-3-3…………………………….………...……..…..….55 HS-PS-3-4…………………………….………...……..…..….63 HS-PS-3-5…………………………….………...……..…..….67 HS-PS-4-1…………………………….………...……..…..….73 HS-PS-4-2…………………………….………...……..…..….79 HS-PS-4-3…………………………….………...……..…..….81 HS-PS-4-4…………………………….………...……..…..….85 HS-PS-4-3…………………………….………...……..…..….87
  • 3. 3   This is a draft document. If you have any questions or find errors, please let us know!   Table of Alignment by Performance Expectation………….89 Table of Alignment by Chapter……………………………....91
  • 4. 4   This is a draft document. If you have any questions or find errors, please let us know!   NGSS Active Physics Alignment NGSS “Next Generation Science Standards (NGSS) identifies the science all K-12 students should know. These new standards are based on the National Research Council’s A Framework for K- 12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create the standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.”1 “The National Research Council's (NRC) Framework describes a vision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence- based, model and theory building enterprise that continually extends, refines, and revises knowledge. It presents three dimensions that will be combined to form each standard: Dimension 1: Practices The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. The NRC uses the term practices instead of a term like “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Part of the NRC’s intent is to better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires. Although engineering design is similar to scientific inquiry, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life. Dimension 2: Crosscutting Concepts Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science. They include: Patterns, similarity, and diversity; Cause and effect; Scale, proportion and quantity; Systems and system models; Energy and matter; Structure and function; Stability and change. The Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world. Dimension 3: Disciplinary Core Ideas Disciplinary core ideas have the power to focus K–12 science curriculum, instruction and assessments on the most important aspects of science. To be considered core, the ideas should meet at least two of the following criteria and ideally all four:                                                                                                                           1 http://www.nap.edu/catalog/18290/next-generation-science-standards-for-states-by-states
  • 5. 5   This is a draft document. If you have any questions or find errors, please let us know!   • Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline; • Provide a key tool for understanding or investigating more complex ideas and solving problems; • Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; • Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.”2 Alignment between Active Physics and Next Generation Science Standards (NGSS) Reminder: NGSS is not a curriculum. It is up to curriculum developers to create engaging, pedagogically sound means of approaching physics using research and strong instructional models which will guide students to an understanding of physics. The students should then have the knowledge and context to meet the Performance Expectations of the NGSS as well as have a sense of physics as a coherent discipline and a way of viewing the world. “Active Physics® is a curriculum based on the research on how students learn—encapsulated in the 7E Instructional Model (elicit, engage, explore, explain, elaborate, extend, evaluate). As a result, Active Physics provides ALL students with a deep and memorable learning experience.”3 This document shows the alignment between Active Physics and the Next Generation Science Standards to help teachers get a better understanding of the relationship between them. The NGSS are typically organized by Disciplinary Core Idea (DCI), and each DCI contains several Performance Expectations, or things students should know or be able to do after their science courses. Each Performance Expectation has an identifying code that includes the grade and strand (Earth Science, Life Science, Physical Science, or Engineering), such as HS-PS3-1. The NGSS have also been cross-mapped so that each Performance Expectation addresses one of the Crosscutting Concepts and utilizes one of the Science and Engineering Practices. This crossover is noted by the red on the pages for each Performance Expectation. There are four parts to this document. Each part corresponds to one of the Disciplinary Core Ideas (DCI). The parts are HS-PS-1, Matter and Its Interactions, HS-PS-2, Motion and Stability: Forces and Interactions, HS-PS-3, Energy, and HS-PS-4, Waves and Their Applications in Technologies for Information Transfer. Within each part, you will find information about the Performance Expectations within that DCI and the Active Physics Chapters and Sections where students will discover that content. The first Disciplinary Core Idea is HS-PS-1. Since most the curriculum for HS-PS-1 is chemistry content, this document starts with HS-PS-1-8. (HS-PS-1-1 through HS-PS-1-7 are found in Active Chemistry.) All Performance Expectations of HS-PS-2, HS-PS-3, and HS-PS-4 are included in Active Physics as can be seen in this document. Each part (HS-PS-1, HS-PS-2, HS-PS-3, and HS-PS-4) includes all of the Performance Expectations within that DCI, which are indicated by the number at the end of the name (HS- PS-2-1). Each Performance Expectation starts with a “Lead Page” that includes Crosscutting                                                                                                                           2 http://www.nextgenscience.org/three-dimensions 3 http://www.iat.com/courses/high-school-science/active-physics/?type=introduction
  • 6. 6   This is a draft document. If you have any questions or find errors, please let us know!   Concepts and Science and Engineering Practices relevant to that Performance Expectation marked in red. This information all comes from the NGSS. You will notice that these Lead Pages are in a different font than the section pages and have a note in red at the top of the page.
  • 7. 7   This is a draft document. If you have any questions or find errors, please let us know!   An example lead page
  • 8. 8   This is a draft document. If you have any questions or find errors, please let us know!   After that “Lead Page”, there is a page for each section from Active Physics that covers the content of that Performance Expectation. This page includes a description of the activity and another chart of Crosscutting Concepts and Science and Engineering Practices, but this chart has red highlighting to show the concepts and practices that are used and could be emphasized in the activity for that section. After this chart, you will find the Essential Questions from this section. Essential Questions in Active Physics The Essential Questions are one way to assess the Performance Expectations. What does it mean? NGSS: This most closely aligns with the Disciplinary Core Ideas in NGSS. The first essential question, “What does it mean?” requires students to describe the content of the section based on what they have learned in their investigation and reading. How do you know? NGSS: The question asks students to draw the connection between the Disciplinary Core Idea and the Science and Engineering Practices. The second essential question, “How do you know?” is answered by a description of the experimental evidence that students discovered during the investigate. Students “know” because they have done an experiment. These experiments utilize the Science and Engineering Practices highlighted in red in the Section Charts. Why do you believe? NGSS: This question asks students to draw connections between the content of the Section and the larger Disciplinary Core Idea. [i.e. Connects with Other Physics Content] It then draws connections between the Disciplinary Core Ideas and the Crosscutting Concepts. [i.e. Fits with Big Ideas in Science] It finally connects the Disciplinary Core Idea, the Science and Engineering Practice and the Crosscutting Concept (three-dimensional learning) in exploring the “nature of science.” [i.e. Meets Physics Requirements.] The third essential question, “Why do you believe?” emphasizes one of three ideas (“Connects with Other Physics Content”, “Fits with Big Ideas in Science,” or “Meetings Physics Requirements”) to help students understand physics as it relates to the world outside the classroom. Why should you care? NGSS: This question is a response to students about relevance and students’ very common and appropriate question, “Why are we learning this?” It focuses on the engineering applications of the physics content. The NRC Framework (from which the NGSS was drawn) states: “Specifically, a core idea for K-12 science instruction should 1. Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline. 2. Provide a key tool for understanding or investigating more complex ideas and solving problems. 3. Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge.
  • 9. 9   This is a draft document. If you have any questions or find errors, please let us know!   4. Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. That is, the idea can be made accessible to younger students but is broad enough to sustain continued investigation over years. “4 Why should you care deals specifically with #3 and indirectly with #1 and #2. The last question, “Why Should You Care?” requires students to make a direct line from the section to the Chapter Challenge. This serves three purposes: the students have an immediate need to know this information, they are required to transfer their new knowledge and also to begin planning a response to the Chapter Challenge. Since the Chapter Challenges all deal with engineering, the “Why do you care” essential questions also links Engineering Practices required for the chapter completion to each individual Section of the chapter. If you have questions or find errors in this document, please email Alex Hartley at alex.hartley@umb.edu. Thank you!                                                                                                                           4 A Framework for K-12 Science Education, National Research Council
  • 10. 10   This is a draft document. If you have any questions or find errors, please let us know!   An example section page You will find tables at the end of the document that show the alignment by Performance Expectation and by Active Physics Chapter.
  • 11. 11   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS1 Matter and Its Interactions HS-PS1-8
  • 12. 12   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS1 Matter and Its Interactions HS-PS1-8 Lead Page *Performance expectations 1-1 through 1-7 and are covered in Active Chemistry, not Active Physics. **In the charts below, PE stands for Performance Expectation. ***All of the information on this page came from the Next Generation Science Standards. HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] PE Science and Engineering Practices Crosscutting Concepts HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 13. 13   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Ch 8 – Atoms on Display Section S7 – Radioactive Decay Description Students investigate the statistical properties of randomly tossing marked cubes. They then relate these results to the statistics of radioactive decay. The concept of half-life is introduced as a clock for measuring radioactive decay. Students are then introduced to complete nuclear equations for alpha, beta and gamma decays. PE Science and Engineering Practices Crosscutting Concepts HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 14. 14   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Ch 8 – Atoms on Display Section S8 – Energy Stored in the Nucleus Description Students are introduced to Einstein’s famous equation E = mc 2 and use it to calculate the neergy liberated by the conversion of mass to energy. After calculating the mass defect of the nucleus, the equation is used to claculate nuclear binding energies. PE Science and Engineering Practices Crosscutting Concepts HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 15. 15   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Chapter 8 – Atoms on Display Section Section 9 – Nuclear Fission and Fusion: Breaking Up Is Hard to Do Description Students start by calculating the nuclear binding energy of various elements and then graph the binding energy per nucleon versus the element’s atomic number. Students explore nuclear fission and fusion reactions. How a fission chain reaction works is also studied. Science and Engineering Practices Crosscutting Concepts HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 16. 16   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS2 Motion and Stability: Forces and Interactions HS-PS2-1
  • 17. 17   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS2 Motion and Stability: Forces and Interactions HS-PS2-1 Lead Page *All of the information on this page came from the Next Generation Science Standards. HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] PE Science and Engineering Practices Crosscutting Concepts HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 18. 18   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Ch 2 – Physics in Action Section S3 – Newton’s second law: push or pull Description Students calibrate and use a simple force meter to explore the variables involved in the acceleration of an object. They then connect their observations and data to a study of Newton’s second law of motion. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 19. 19   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Ch 3 – Safety Section S4 – Newton’s second law of motion: the rear-end collision Description Students explore the effects of rear-end collisions on passengers, focusing on whiplash. They use Newton’s laws to describe how whiplash occurs. They also describe, analyze and explain situations involving collisions using Newton’s first and second laws. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 20. 20   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Ch 4 – Thrills and Chills Section S6 – Forces acting during acceleration: apparent weight on a roller coaster Description Students use a spring scale to investigate the net force required for an object to travel upward and downward, first for a constant velocity, then for upward and downward acceleration. Newton’s second law for net forces is used to analyze a free-body diagram for objects undergoing accelerations. The apparent weight change in an elevator is related to its acceleration and the acting net force. Why the force of gravity accelerates all objects at the same rate is discussed. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 21. 21   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 9 – Sports on the Moon Section S3 – Mass, weight and gravity Description Using a simulation that allows for the comparison of mass and weight between Earth and the Moon, students investigate the ratio of gravity on Earth to that on the Moon. After determining that an object’s inertia does not change, the forces needed to overcome weight and inertia on the Moon are discussed. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 22. 22   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS2 Motion and Stability: Forces and Interactions HS-PS2-2
  • 23. 23   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS2: Motion and Stability: Forces and Interactions HS-PS2-2 Lead Page *All of the information on this page came from the Next Generation Science Standards. HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] PE Science and Engineering Practices Crosscutting Concepts HS-PS2-2. Use mathematical representa- tions to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 24. 24   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 3 – Safety Section S5 – Momentum: Concentrating on Collisions Description After observing various collisions, students are introduced to the concept of momentum. Through measurements taken during various collisions, they determine the mass of a cart. Students then calculate and consider the momentum of various objects. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 25. 25   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 3 – Safety Section S6 – Conservation of Momentum Description Students investigate the law of conservations of momentum by measuring the masses and velocities of objects before and after collisions. Students then analyze various collisions by applying the law of conservation of momentum. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 26. 26   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS2 Motion and Stability: Forces and Interactions HS-PS2-3
  • 27. 27   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS2 Motion and Stability: Forces and Interactions HS-PS2-3 Lead Page *All of the information on this page came from the Next Generation Science Standards. 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. [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.] PE Science and Engineering Practices Crosscutting Concepts 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. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 28. 28   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 3 – Safety Section S7 – Impulses and changes in momentum – crumple zone Description Students design a device on the outside of a cart to absorb energy during a collision to assist in reducing the net force acting on passengers inside the vehicle. Students use probes to measure the velocity of the vehicle and the force acting on the vehicle during impact, and then describe the relationship between impulse (FΔT) and change in momentum (ΔV). PE Science and Engineering Practices Crosscutting Concepts 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. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 29. 29   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 9 – Sports on the Moon Section S6 – Momentum and Gravity – Golf on the Moon Description Using a variety of balls, students measure the height after each bounce when dropped and when projected by a collision. They use this data to infer a golfball’s speed when hit on Earth and on the Moon. The interaction of different golf balls with varying degrees of mass is also investigated. PE Science and Engineering Practices Crosscutting Concepts 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. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 30. 30   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS2 Motion and Stability: Forces and Interactions HS-PS2-4
  • 31. 31   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS2 Motion and Stability: Forces and Interactions HS-PS2-4 Lead Page *All of the information on this page came from the Next Generation Science Standards. HS-PS2-4 Use mathematical representations of Newton’s First Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] PE Science and Engineering Practices Crosscutting Concepts HS-PS2-4 Use mathematical representations of Newton’s First Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information *All of the information on this page came from the Next Generation Science Standards.
  • 32. 32   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 4 – Thrills and Chills Section S4 – Newton’s Law of Universal Gravitation: the ups and downs of roller coasters Description Students investigate how the force of gravity varies with distance from the center of Earth using data for the acceleration due to gravity at various points. Using a graph, they determine the inverse square relationship between gravitational force and distance. The shape of Earth’s gravitational field is noted. Newton’s derivation of the gravitational force and the shape of the celestial orbits are discussed. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-4 Use mathematical representations of Newton’s First Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 33. 33   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 8 – Atoms on Display Section S1 – Static electricity and Coulomb’s Law – opposites attract Description Using transparent cellophane tape, students investigate the static electricity of charged objects. Inductive electric forces are explored and the students read about conservation of charge and Coulomb’s law to prepare them to understand the forces holding an atom together. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-4 Use mathematical representations of Newton’s First Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 34. 34   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 9 – Sports on the Moon Section S3 – Mass, weight and gravity Description Using a simulation that allows for the comparison of mass and weight between Earth and the Moon, students investigate the ratio of gravity on Earth to that on the Moon. After determining that an object’s inertia does not change, the forces needed to overcome weight and inertia on the Moon are discussed. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-4 Use mathematical representations of Newton’s First Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 35. 35   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS2 Motion and Stability: Forces and Interactions HS-PS2-5
  • 36. 36   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS2 Motion and Stability: Forces and Interactions HS-PS2-5 Lead Page *All of the information on this page came from the Next Generation Science Standards. HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] PE Science and Engineering Practices Crosscutting Concepts HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information *All of the information on this page came from the Next Generation Science Standards.
  • 37. 37   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 7 – Toys for Understandings Section S1 – The Electricity and Magnetism Connection Description Students explore the forces of magnetic attraction and repulsion as well as the properties of ferrous materials. They then plot the magnetic field of a bar magnet using a compass and iron filings. Students investigate the relationship between electricity and magnetism by using a compass to test for the magnetic field produced by a current-carrying wire. A method to predict the direction of the magnetic field around a current-carrying wire using the left hand is discussed. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 38. 38   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 7 – Toys for Understandings Section S4 – Deduce and Induce currents Description Students construct a galvanometer by using the fact that a compass can detect the presence of a magnetic field. They will use a permanent magnet and a solenoid to create an induced current by manually alternating the motion of a magnet in a fashion similar to the process used by Faraday and Henry. Using the galvanometer to detect the induced current, they will explore the need for relative motion between magnetic fields and wires. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 39. 39   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 7 – Toys for Understandings Section S6 – Electromagnetic Spectrum – Maxwell’s Great Synthesis Description Students start by classifying groups as a way to identify patterns. The students look at the relationships between electricity and magnetism they have studied and try to find a pattern. A discussion of the pattern discovered by Maxwell and his discovery that all electromagnetic waves travel at the speed of light is discussed. Several experiments that attempted to calculate the speed of light are also discussed. The students conclude by reading about the electromagnetic spectrum. PE Science and Engineering Practices Crosscutting Concepts HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 40. 40   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS3: Energy HS-PS3-1
  • 41. 41   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS3: Energy HS-PS3-1 Lead Page *All of the information on this page came from the Next Generation Science Standards. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] PE Science and Engineering Practices Crosscutting Concepts HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 42. 42   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 2 – Physics in Action Section Section 9 – Conservation of Energy: Defy Gravity Description Students learn to measure hang time and analyze vertical jumps of athletes using slow-motion videos. This introduces the concept that work when jumping is force applied against gravity. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information  
  • 43. 43   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 3 – Safety Section Section 3 – Energy and Work: Why Air Bags? Description Students investigate and observe how spreading the force of an impact over a greater distance reduces the amount of damage done to an egg during a collision. They describe and explain their observations using the work-energy theorem. PE Science and Engineering Practices Crosscutting Concepts 1. Asking Questions and Defining Problems 1. Patterns HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 44. 44   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 4 – Thrills and Chills Section Section 2 – Gravitational Potential Energy and Kinetic Energy: What Goes Up and What Comes Down Description Students discover what determines the speed of a ball as it rolls on an incline. This result is compared with the velocity of a pendulum swinging from different heights by graphing velocity squared versus height. Gravitational potential energy and kinetic energy are used to describe the similarity of results. Conservation of energy is explored in the transformation of energy forms. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 45. 45   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 4 – Thrills and Chills Section Section 3: Spring Potential Energy: More Energy Description Students use a spring “pop-up” toy to investigate spring potential energy stored in a compressed spring. Using the concepts of kinetic and gravitational potential energy, they explore the law of conservation of mechanical energy that includes the energy stored when springs are compressed or stretched. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 46. 46   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Chapter 6 – Electricity for Everyone Section Section 8 – Energy Consumption: Cold Shower Description Electricity used by water heaters is the focus of the activity, which also reinforces the concepts of energy transfer. Students investigate the amount of energy in joules needed to raise the temperature of water and then calculate the efficiency of different water heaters. They also consider alternate solutions to the expectation of hot water in a home. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 47. 47   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 8 – Atoms on Display Section Section 8 – Energy Stored Within the Nucleus Description Students are introduced to Einstein’s famous equation E=mc 2 and use it to calculate the energy liberated by the conversion of mass to energy. After calculating the mass defect of the nucleus, the equation is used to calculate nuclear binding energies. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 48. 48   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 8 – Atoms on Display Section Section 9 – Nuclear Fission and Fusion: Breaking Up Is Hard to Do Description Students start by calculating the nuclear binding energy of various elements and then graph the binding energy per nucleon versus the element’s atomic number. Students also explore fission and fusion reactions. How a fission chain reaction works is also studied. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 49. 49   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 9 – Sports on the Moon Section Section 5 – Gravity, Work, and Energy: Jumping on the Moon Description Students measure vertical distances when jumping and then analyze their motion in terms of work and conservation of energy. Applying what they know about gravity on the Moon, they predict vertical distances they could jump on the Moon. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation 3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 50. 50   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS3: Energy HS-PS3-2
  • 51. 51   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS3: Energy HS-PS3-2 Lead Page *All of the information on this page came from the Next Generation Science Standards. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] PE Science and Engineering Practices Crosscutting Concepts HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 52. 52   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 2 – Physics in Action Section Section 8 – Potential and Kinetic Energy: Energy in the Pole Vault Description Students use a penny launched from a ruler to model motion during the pole vault. They connect their observations to the concept of energy conservation. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 53. 53   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 6 – Electricity for Everyone Section Section 7 – Laws of Thermodynamics: Too Hot, Too Cold, Just Right Description Students investigate the laws of heat transfer by mixing hot and cold water in different proportions. The concept of specific heat is developed as the students use hot metal to warm cold water. Conservation of energy is then discussed as the students calculate energy transfers between various materials. The difference between heat and temperature is emphasized while the laws of thermodynamics and entropy are discussed. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 54. 54   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 8 – Atoms on Display Section Section 4 – Hydrogen Spectra and Bohr’s Model of the Hydrogen Atom Description Students investigate spectral lines using a spectrometer to measure the wavelengths of light emitted by three gases. The unique spectra of atoms are discussed and the students then learn about the Bohr model of the atom. Using this model, they calculate the wavelengths of light emitted as electrons jump from one quantized orbit to another. The discovery of helium from its spectrum is discussed. In the Active Physics Plus, the formula for the energy of a photon is also discussed. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 55. 55   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS3: Energy HS-PS3-3
  • 56. 56   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS3: Energy HS-PS3-3 Lead Page *All of the information on this page came from the Next Generation Science Standards. 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.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] PE Science and Engineering Practices Crosscutting Concepts 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.* 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
  • 57. 57   This is a draft document. If you have any questions or find errors, please let us know!   *All of the information on this page came from the Next Generation Science Standards.
  • 58. 58   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Chapter 4 – Thrills and Chills Section Section 10 – Safety Is Required but Thrills Are Desired Description Students investigate parameters that determine what limits are placed on their design. Students calculate centripetal force, apparent weight, normal force, and the net force acting on the roller coaster cars at various points to determine the forces acting on the coaster car. PE Science and Engineering Practices Crosscutting Concepts 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.* 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 59. 59   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 6 – Electricity for Everyone Section Section 8 – Energy Consumption: Cold Shower Description Electricity used by water heaters is the focus of this activity, which also reinforces concepts of energy transfer. Students investigate the amount of energy in joules needed to raise the temperature of water, and then calculate the efficiency of different water heaters. They also consider alternate solutions to the expectation of hot water in a home. PE Science and Engineering Practices Crosscutting Concepts 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.* 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information  
  • 60. 60   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 6 – Electricity for Everyone Section Section 9 – Comparing Energy Consumption: More for Your Money Description Students conduct an experiment in which they determine and compare the power consumption and efficiency of three systems that could be used to heat water. They apply collected data to confirm their response to the challenge in which they recommend appliances for the universal home. Methods of heat transfer are discussed, including convection, conduction, and radiation. PE Science and Engineering Practices Crosscutting Concepts 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.* 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 61. 61   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 7 – Toys for Understanding Section Section 3 – Building and Electric Motor Description Students construct and operate a DC motor. They also read about how a DC motor works, and how a commutator is necessary to operate a DC motor. PE Science and Engineering Practices Crosscutting Concepts 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.* 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 62. 62   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 7 – Toys for Understanding Section Section 4 – Detect and Induce Currents Description Students construct a galvanometer by using the fact that a compass can detect the presence of a magnetic field. They will use a permanent magnet and a solenoid to create an induced current by manually alternating the motion of a magnet in a fashion similar to the process used by Faraday and Henry. Using the galvanometer to detect the induced current, they will explore the need for relative motion between magnetic fields and wires. PE Science and Engineering Practices Crosscutting Concepts 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.* 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 63. 63   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS3: Energy HS-PS3-4
  • 64. 64   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS3: Energy HS-PS3-4 Lead Page *All of the information on this page came from the Next Generation Science Standards. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.] PE Science and Engineering Practices Crosscutting Concepts HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 65. 65   This is a draft document. If you have any questions or find errors, please let us know!   *All of the information on this page came from the Next Generation Science Standards.
  • 66. 66   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 6 – Electricity for Everyone Section Section 7 – Laws of Thermodynamics: Too Hot, Too Cold, Just Right Description Students investigate the laws of heat transfer by mixing hot and cold water in different proportions. The concept of specific heat is developed as the students use hot metal to warm cold water. Conservation of energy is then discussed as the students calculate energy transfers between various materials. The difference between heat and temperature is emphasized while the laws of thermodynamics and entropy are discussed. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 67. 67   This is a draft document. If you have any questions or find errors, please let us know!  
  • 68. 68   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS3: Energy HS-PS3-5
  • 69. 69   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS3: Energy HS-PS3-5 Lead Page *All of the information on this page came from the Next Generation Science Standards. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.] PE Science and Engineering Practices Crosscutting Concepts HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 70. 70   This is a draft document. If you have any questions or find errors, please let us know!   *All of the information on this page came from the Next Generation Science Standards.
  • 71. 71   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Chapter 7: Toys for Understanding Section Section 1: The Electricity and Magnetism Connection Description Students explore the forces of magnetic attraction and repulsion as well as the magnetic properties of ferrous materials. They then plot the magnetic field of a bar magnet using a compass and iron filings. Students investigate the relationship between electricity and magnetism by using a compass to test for the magnetic field produced by a current-carrying wire. A method to predict the direction of the magnetic field around a current-carrying wire using the left hand is discussed. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 72. 72   This is a draft document. If you have any questions or find errors, please let us know!  
  • 73. 73   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Chapter 8 – Atoms on Display Section Section 1 – Static Electricity and Coulomb’s Law: Opposites Attract Description Using transparent cellophane tape, students investigate the static electricity of charged objects. Inductive electric forces are explored and the students read about conservation of charge and Coulomb’s law to prepare them to understand the forces holding an atom together. PE Science and Engineering Practices Crosscutting Concepts HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 74. 74   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS4: Waves and Their Applications in Technologies for Information Transfer HS-PS4-1
  • 75. 75   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS4: Waves and Their Applications in Technologies for Information Transfer HS-PS4-1 Lead Page *All of the information on this page came from the Next Generation Science Standards. HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [ Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] PE Science and Engineering Practices Crosscutting Concepts HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 76. 76   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 5 – Let Us Entertain You Section S1 – Sounds in Vibrating Strings Description To connect vibrations to sound, the students observe the vibration of a plucked string and investigate how the pitch varies with the length of the string. They then explore how the tension of the string affects the vibration rate and the pitch. PE Science and Engineering Practices Crosscutting Concepts HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 77. 77   This is a draft document. If you have any questions or find errors, please let us know!   PE Science and Engineering Practices Crosscutting Concepts HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information Chapter in Active Physics Ch 5 – Let Us Entertain You Section S2 – Making Waves Description By making waves with coiled springs, students observe transverse and longitudinal waves, periodic wave pulses, and standing waves. The students investigate the relationship between wave speed and amplitude, the effect of a medium on wave speed, and when waves meet, wave addition (or the principle of superposition). Using standing waves, the students develop the relationship between wave speed, frequency and velocity.
  • 78. 78   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 5 – Let Us Entertain You Section S3 – Sounds in Strings Revisited Description Students return to vibrating strings, interpreting what they observed in Section 1 in terms of standing waves wavelength, and the frequency of a vibrating string. The students ten apply the wave equation to human motion, where speed equals stride length times frequency. PE Science and Engineering Practices Crosscutting Concepts HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 79. 79   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Ch 5 – Let Us Entertain You Section S4 – Sounds from Vibrating Air Description Drinking straws and test tubes partially filled with water are used to model wind instruments that use columns of vibrating air to produce sounds. The students investigate the relationship of pitch to length of the vibrating column of air in longitudinal waves. Diffraction of waves is investigated as a method to transmit sound from the vibrating air column to its surroundings. PE Science and Engineering Practices Crosscutting Concepts HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 80. 80   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS4: Waves and Their Applications in Technologies for Information Transfer HS-PS4-2
  • 81. 81   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS4: Waves and Their Applications in Technologies for Information Transfer HS-PS4-2 Lead Page *All of the information on this page came from the Next Generation Science Standards. HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.] PE Science and Engineering Practices Crosscutting Concepts HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information *The third edition of Active Physics does not have this content. We are working on developing activities that cover it.
  • 82. 82   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS4: Waves and Their Applications in Technologies for Information Transfer HS-PS4-3
  • 83. 83   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS4: Waves and Their Applications in Technologies for Information Transfer HS-PS4-3 Lead Page *All of the information on this page came from the Next Generation Science Standards. HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. [Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.] PE Science and Engineering Practices Crosscutting Concepts HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 84. 84   This is a draft document. If you have any questions or find errors, please let us know!   Active Physics Chapter Ch 7 – Toys for Understanding Section S6 – Electromagnetic Spectrum: Maxwell’s Great Synthesis Description Students start by classifying groups as a way to identify patterns. The students look at the relationships between electricity and magnetism they have studied and try to find a pattern. A discussion of the pattern discovered by Maxwell and his discovery that all electromagnetic waves travel at the speed of light is discussed. Several experiments that attempted to calculate the speed of light are also discussed. The students conclude by reading about the electromagnetic spectrum. PE Science and Engineering Practices Crosscutting Concepts HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 85. 85   This is a draft document. If you have any questions or find errors, please let us know!   Chapter in Active Physics Ch 8 – Atoms on Display Section S5 – Wave-Particle Duality of Light: Two models are better than one! Description The wave and particle nature of light is explored by investigating two-slit interference and the photoelectric effect. By drawing an analogy to standing waves on a string, a new interpretation of the Bohr orbit as standing waves of electrons is introduced, with a nonmathematical introduction of the Schrodinger wave equation. The dual wave and particle nature of the electrons is also discussed. PE Science and Engineering Practices Crosscutting Concepts HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. 1. Asking Questions and Defining Problems 1. Patterns 2. Developing and Using Models 2. Cause and Effect 3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity 4. Analyzing and Interpreting Data 4. Systems and System Models 5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation 6. Constructing Explanations and Designing Solutions 6. Structure and Function 7. Engaging in Argument from Evidence 7. Stability and Change 8. Obtaining, Evaluating and Communicating Information
  • 86. 86   This is a draft document. If you have any questions or find errors, please let us know!   HS-PS4: Waves and Their Applications in Technologies for Information Transfer HS-PS4-4