Sciencescopeandsequence612 Web

PH Physics
Unit
PH 1 Measurement and Mathematics through Kinematics
RECOMMENDED TIME: 15 DAYS
Unit Overview:
Fundamental forces govern all the interactions of the universe. The interaction of masses is determined by the Essential Question:
gravitational force; the interaction of charges is determined by the electro-weak force; the interaction between particles How can measurement be used
in the nucleus is controlled by the strong force. Changes in the motion of an object require a force. Newton’s laws can to describe an action?
be used to explain and predict the motion of an object.
Key Ideas:
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
NYS SCIENCE STANDARDS NGSS CROSS-CUTTING CONCEPTS
http://www.p12.nysed.gov/ciai/mst/sci/documents/ MST STANDARDS http://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20
phycoresci.pdf http://www.p12.nysed.gov/ciai/mst/sci/documents/phycoresci.pdf -%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
Major Understandings: Standard 6: Interconnectedness: Common Themes Patterns:
Quoted from the New York State Performance Indicators (5.1d) Key Idea 2: Models are simplified representations Observed patterns in nature guide organization and
■■ An object in linear motion may travel with a constant of objects, structures, or systems used in analysis, classification and prompt questions about relationships
velocity* or with acceleration*. (5.1d) explanation, interpretation, or design. and causes underlying them.
(Note: Testing of acceleration will be limited to cases in which acceleration Key Idea 3: The grouping of magnitudes of size, time, ■■ Patterns of performance of designed systems can
is constant.) frequency, and pressures or other units of measurement be analyzed and interpreted to reengineer and improve
into a series of relative order provides a useful way to the system.
deal with the immense range and the changes in scale
that affect the behavior and design of systems. Scale, Proportion, and Quantity:
In considering phenomena, it is critical to recognize what
Key Idea 5: Identifying patterns of change is necessary
is relevant at different size, time, and energy scales, and
for making predictions about future behavior and
to recognize proportional relationships between different
conditions.
quantities as scales change.
Key Idea 6: In order to arrive at the best solution that
■■ The significance of a phenomenon is dependent on
meets criteria within constraints, it is often necessary to
make trade-offs. the scale, proportion, and quantity at which it occurs.
continued
continued
The New York City Department of Education 6–12 Science Scope & Sequence PH | Unit 1: Measurement and Mathematics through Kinematics | 160
NGSS CROSS-CUTTING CONCEPTS
MST STANDARDS http://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20
http://www.p12.nysed.gov/ciai/mst/sci/documents/phycoresci.pdf -%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
Standard 7: Interdisciplinary Problem Solving ■■ Algebraic thinking is used to examine scientific data
Key Idea 1: The knowledge and skills of mathematics, and predict the effect of a change in one variable on
science, and technology are used together to make another (e.g., linear growth vs. exponential growth).
informed decisions and solve problems, especially Systems and System Models:
those relating to issues of science/ technology/society,
A system is an organized group of related objects or
consumer decision making, design, and inquiry into
components; models can be used for understanding
phenomena.
and predicting the behavior of systems.
Key Idea 2: Solving interdisciplinary problems involves
■■ When investigating or describing a system, the
a variety of skills and strategies, including effective work
boundaries and initial conditions of the system need to
habits; gathering and processing information; generating
be defined and their inputs and outputs analyzed and
and analyzing ideas; realizing ideas; making connections
described using models.
among the common themes of mathematics, science,
and technology; and presenting results. ■■ Models (e.g., physical, mathematical, computer models)
can be used to simulate systems and interactions—
including energy, matter, and information flows—within
and between systems at different scales.
■■ Models can be used to predict the behavior of a system,
but these predictions have limited precision and reliability
due to the assumptions and approximations inherent
in models.
COMMON CORE STATE STANDARDS
http://www.corestandards.org/wp-content/ TABLES: REFERENCE TABLES FOR PHYSICAL
uploads/ELA_Standards.pdf ENVIRONMENTAL GUIDELINES FOR LEARNING SETTING/PHYSICS THAT ARE RELEVANT TO THE UNIT
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uploads/Math_Standards.pdf 91f0bc55c72d.pdf physics06tbl.pdf
ELA/Literacy Strand 1: Questioning, Analysis, and Interpretation [Refer To Appendix D – Reference Tables For Physical
RST.11-12.3: Follow precisely a complex multistep Skills Setting/Physics]
procedure when carrying out experiments, taking ■■ Guideline A—Questioning—Learners are able to Prefixes for Powers of 10 (p1)
measurements, or performing technical tasks, analyze the develop, modify, clarify, and explain questions that Geometry and Trigonometry (p5)
specific results based on explanations in the text. guide environmental investigations of various types.
RST.11-12.4: Determine the meaning of symbols, key They understand factors that influence the questions
terms, and other domain-specific words and phrases as they pose.
they are used in a specific scientific or technical context ■■ Guideline B—Designing investigations—Learners
relevant to Grades 11–12 texts and topics. know how to design investigations to answer particular
RST.11-12.8: Evaluate the hypotheses, data, analysis, questions about the environment. They are able to
and conclusions in a science or technical text, verifying develop approaches for investigating unfamiliar types
the data when possible and corroborating or challenging of problems and phenomena.
conclusions with other sources of information. ■■ Guideline C—Collecting information—Learners are
RST.11-12.9: Synthesize information from a range of able to locate and collect reliable information for
sources (e.g., texts, experiments, simulations) into a environmental investigations of many types. They
coherent understanding of a process, phenomenon, or know how to use sophisticated technology to collect
concept, resolving conflicting information when possible. information, including computer programs that access,
gather, store, and display data.
WHST.9–12.2: Write informative/explanatory texts,
including the narration of historical events, scientific
■■ Guideline D—Evaluating accuracy and reliability—
procedures/experiments, or technical processes. Learners can apply basic logic and reasoning skills
to evaluate completeness and reliability in a variety of
WHST.9–12.7: Conduct short as well as more sustained information sources.
research projects to answer a question (including a self-
generated question) or solve a problem; narrow or broaden
■■ Guideline E—Organizing information—Learners are
the inquiry when appropriate; synthesize multiple sources able to organize and display information in ways
on the subject, demonstrating understanding of the subject appropriate to different types of environmental
under investigation. investigations and purposes.
WHST.9–12.9: Draw evidence from informational texts to
■■ Guideline F—Working with models and simulations—
support analysis, reflection, and research. Learners are able to create, use, and evaluate models
to understand environmental phenomena.
continued
continued
http://www.corestandards.org/wp-content/
uploads/ELA_Standards.pdf ENVIRONMENTAL GUIDELINES FOR LEARNING
http://www.corestandards.org/wp-content/ http://resources.spaces3.com/89c197bf-e630-42b0-ad9a-
uploads/Math_Standards.pdf 91f0bc55c72d.pdf
Mathematics ■■ Guideline G—Drawing conclusions and developing
HSN-Q.A.1: Use units as a way to understand problems explanations—Learners are able to use evidence and
and to guide the solution of multistep problems; choose and logic in developing proposed explanations that address
interpret units consistently in formulas; choose and interpret their initial questions and hypotheses.
the scale and the origin in graphs and data displays.
HSN-Q.A.2: Define appropriate quantities for the purpose
of descriptive modeling.
HSN-Q.A.3: Choose a level of accuracy appropriate to
limitations on measurement when reporting quantities.
HSA-CED.A.2: Create equations in two or more variables
to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
HSA.CED.A.4: Rearrange formulas to highlight a
quantity of interest, using the same reasoning as in solving
equations. For example, rearrange Ohm’s law V = IR to
highlight resistance R. Represent and model with vector
quantities.
HSN.VM.A.1: Recognize vector quantities as having both
magnitude and direction. Represent vector quantities by
directed line segments, and use appropriate symbols for
vectors and their magnitudes (e.g., v, |v|, ||v||, v).
HSN-VM.A.2: Find the components of a vector by
subtracting the coordinates of an initial point from the
coordinates of a terminal point.
HSN-VM.A.2: Solve problems involving velocity and other
quantities that can be represented by vectors.
HSN-VM.A.4: Add and subtract vectors.
HSN-VM.A.5: Multiply a vector by a scalar.
Unit
PH 2 Mechanics
Unit Overview:
Essential Question:
Fundamental forces govern all the interactions of the universe. The interaction of masses is determined by the
How are Newton’s laws of motion
gravitational force. Changes in the motion of an object require a force. Newton’s laws can be used to explain and relevant to our lives?
predict the motion of an object.
Key Ideas:
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Major Understandings: Standard 2: Information Systems Patterns:
Quoted from the New York State Performance Indicators (4.1a, c, d, e, h, Students will access, generate, process, and transfer Observed patterns in nature guide organization and
5.1b-h, j, k, I, n-u)
information using appropriate technologies. classification and prompt questions about relationships
■■ An object in linear motion may travel with a constant and causes underlying them.
Key Idea 1: Information technology is used to retrieve,
velocity* or with acceleration*. (5.1d)
process, and communicate information as a tool to ■■ Different patterns may be observed at each of the scales
(Note: Testing of acceleration will be limited to cases in which acceleration enhance learning. at which a system is studied and can provide evidence
is constant.)
for causality in explanations of phenomena.
■■ A vector may be resolved into perpendicular Standard 6: Interconnectedness: Common Themes
■■ Mathematical representations are needed to identify
components.* (5.1b) Students will understand the relationships and common
some patterns.
■■ The resultant of two or more vectors, acting at any angle, themes that connect mathematics, science, and
is determined by vector addition. (5.1c) technology and apply the themes to these and other Scale, Proportion, and Quantity:
areas of learning. In considering phenomena, it is critical to recognize what
■■ When the net force on a system is zero, the system is
in equilibrium. (5.1j) Key Idea 2: Models are simplified representations is relevant at different size, time, and energy scales, and
■■ An object in free fall accelerates due to the force of of objects, structures, or systems used in analysis, to recognize proportional relationships between different
explanation, interpretation, or design. quantities as scales change.
gravity.* Friction and other forces cause the actual motion
of a falling object to deviate from its theoretical motion. continued ■■ The significance of a phenomenon is dependent on the
(5.1e) scale, proportion, and quantity at which it occurs.
(Note: Initial velocities of objects in free fall may be in any direction.) continued
continued
The New York City Department of Education 6–12 Science Scope & Sequence PH | Unit 2: Mechanics | 164
NYS SCIENCE STANDARDS
http://www.p12.nysed.gov/ciai/mst/sci/documents/ MST STANDARDS NGSS CROSS-CUTTING CONCEPTS
phycoresci.pdf http://www.p12.nysed.gov/ciai/mst/sci/documents/phycoresci.pdf http://www.nextgenscience.org/next-generation-science-standards
■■ According to Newton’s First Law, the inertia of an object Key Idea 3: The grouping of magnitudes of size, time, ■■ Some systems can only be studied indirectly as they
is directly proportional to its mass. An object remains at frequency, and pressures or other units of measurement are too small, too large, too fast, or too slow to observe
rest or moves with constant velocity, unless acted upon into a series of relative order provides a useful way to directly.
by an unbalanced force. (5.1i) deal with the immense range and the changes in scale ■■ Patterns observable at one scale may not be
■■ According to Newton’s Second Law, an unbalanced that affect the behavior and design of systems. observable or exist at other scales.
force causes a mass to accelerate*.(5.1k) Key Idea 4: Equilibrium is a state of stability due either
Systems and System Models:
■■ According to Newton’s Third Law, forces occur in action/ to a lack of change (static equilibrium) or a balance
between opposing forces (dynamic equilibrium). A system is an organized group of related objects or
reaction pairs. When one object exerts a force on a
second, the second exerts a force on the first that is Key Idea 5: Identifying patterns of change is
equal in magnitude and opposite in direction. (5.1q) necessary for making predictions about future behavior
and conditions. ■■ Models (e.g., physical, mathematical, computer models)
■■ The path of a projectile is the result of the simultaneous
can be used to simulate systems and interactions—
effect of the horizontal and vertical components of its Standard 7: Interdisciplinary Problem Solving including energy, matter, and information flows—within
motion; these components act independently. (5.1f)
Students will apply the knowledge and thinking skills of and between systems at different scales.
■■ A projectile’s time of flight is dependent upon the vertical mathematics, science, and technology to address real- ■■ Models can be used to predict the behavior of a
component of its motion. (5.1g) life problems and make informed decisions. system, but these predictions have limited precision and
■■ The horizontal displacement of a projectile is dependent Key Idea 2: Solving interdisciplinary problems involves reliability due to the assumptions and approximations
upon the horizontal component of its motion and its time a variety of skills and strategies, including effective work inherent in models.
of flight. (5.1h) habits; gathering and processing information; generating
Structure and Function:
■■ Centripetal force* is the net force which produces and analyzing ideas; realizing ideas; making connections
centripetal acceleration.* In uniform circular motion, among the common themes of mathematics, science, The way an object is shaped or structured determines
the centripetal force is perpendicular to the tangential and technology; and presenting results. many of its properties and functions.
velocity. (5.1n) ■■ The functions and properties of natural and designed
■■ Weight is the gravitational force with which a planet objects and systems can be inferred from their overall
attracts a mass*. The mass of an object is independent structure, the way their components are shaped and used,
of the gravitational field in which it is located. (5.1l) and the molecular substructures of its various materials.
■■ Field strength* and direction are determined using a
suitable test particle. (5.1s)
(Notes: 1) Calculations are limited to electrostatic and gravitational fields.
2) The gravitational field near the surface of Earth and the electrical field
between two oppositely charged parallel plates are treated as uniform.)
continued
http://www.p12.nysed.gov/ciai/mst/sci/documents/
phycoresci.pdf
■■ Gravitational forces are only attractive, whereas electrical
and magnetic forces can be attractive or repulsive. (5.1t)
■■ The inverse square law applies to electrical* and
gravitational* fields produced by point sources. (5.1u)
■■ Work done against friction results in an increase in the
internal energy of the system. (4.1h)
■■ Kinetic friction* is a force that opposes motion. (5.1o)
■■ The impulse* imparted to an object causes a change
in its momentum.* (5.1p)
■■ Momentum is conserved in a closed system.* (5.1r)
(Note: Testing will be limited to momentum in one dimension.)
■■ All energy transfers are governed by the law of
conservation of energy.* (4.1a)
■■ Potential energy is the energy an object possesses
by virtue of its position or condition. Types of potential
energy include gravitational* and elastic.* (4.1c)
■■ Kinetic energy* is the energy an object possesses
by virtue of its motion. (4.1d)
■■ In an ideal mechanical system, the sum of the
macroscopic kinetic and potential energies
(mechanical energy) is constant.* (4.1e)
(Note: Items with asterisks* require quantitative treatment per the Reference
Table for Physics. Asterisks following individual words refer to the preceding
word or phrase only; asterisks appearing after the final period of a sentence
refer to all concepts or ideas presented in the sentence.)
ELA/Literacy Strand 1: Questioning, Analysis, and Interpretation [Refer To Appendix D – Reference Tables For Physical
procedure when carrying out experiments, taking ■■ Guideline A—Questioning—Learners are able to List of Physical Constants (p1)
measurements, or performing technical tasks; analyze the develop, modify, clarify, and explain questions that Approximate Coefficients of Friction (p1)
Mechanics (p6)
Craft and Structure: They understand factors that influence the questions
they pose.
RST.11-12.4: Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as
■■ Guideline B—Designing investigations—Learners
they are used in a specific scientific or technical context know how to design investigations to answer particular
relevant to Grades 11–12 texts and topics. questions about the environment. They are able to
develop approaches for investigating unfamiliar types
RST.11-12.8: Evaluate the hypotheses, data, analysis,
of problems and phenomena.
and conclusions in a science or technical text, verifying
the data when possible and corroborating or challenging
■■ Guideline C—Collecting information—Learners are
conclusions with other sources of information. able to locate and collect reliable information for
environmental investigations of many types. They
RST.11-12.9: Synthesize information from a range of
know how to use sophisticated technology to collect
sources (e.g., texts, experiments, simulations) into a
information, including computer programs that access,
coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
WHST.11-12.7: Conduct short as well as more sustained
Learners can apply basic logic and reasoning skills
generated question) or solve a problem; narrow or broaden information sources.
the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject
under investigation. able to organize and display information in ways
appropriate to different types of environmental
WHST.11-12.9: Draw evidence from informational texts
investigations and purposes.
to support analysis, reflection, and research.
continued
Learners are able to create, use, and evaluate models
continued
HSN.Q.A.1: Use units as a way to understand problems explanations—Learners are able to use evidence and
and to guide the solution of multistep problems; choose and logic in developing proposed explanations that address
interpret units consistently in formulas; choose and interpret their initial questions and hypotheses.
the scale and the origin in graphs and data displays. Strand 2: Knowledge of Environmental Processes
HSN.Q.A.2: Define appropriate quantities for the purpose and Systems
Strand 2.1: The Earth as a Physical System
HSN.Q.A.3: Choose a level of accuracy appropriate to
■■ Guideline A—Processes that shape the Earth—
Learners understand the major physical processes
HSA.CED.A.4: Rearrange formulas to highlight a quantity that shape the Earth. They can relate these processes,
of interest, using the same reasoning as in solving equations. especially those that are large-scale and long-term, to
For example, rearrange Ohm’s law V = IR to highlight characteristics of the Earth.
resistance R. Represent and model with vector quantities.
Strand 2.4: Environment and Society
magnitude and direction. Represent vector quantities by ■■ Guideline D—Technology—Learners are able to
directed line segments, and use appropriate symbols for examine the social and environmental impacts of
vectors and their magnitudes (e.g., v, |v|, ||v||, v). various technologies and technological systems.
HSN.VM.A.2: Find the components of a vector by
subtracting the coordinates of an initial point from the
coordinates of a terminal point.
HSN.VM.A.3: Solve problems involving velocity and other
quantities that can be represented by vectors. Perform
operations on vectors.
HSN.VM.B.4: Add and subtract vectors.
Unit
PH 3 Energy
Unit Overview:
The law of conservation of energy provides one of the basic keys to understanding the universe. The fundamental tenet
of this law is that the total mass-energy of the universe is constant; however, energy can be transferred in many ways. Essential Question:
Historically, scientists have treated the law of conservation of matter and energy separately. All energy can be classified How are work, power, and energy related?
as either kinetic or potential. When work is done on or by a system, the energy of the system changes. This relationship
is known as the work-energy theorem.
Key Ideas:
Key Idea 4: Energy exists in many forms, and when these forms change, energy is conserved.
Major Understandings: Standard 2: Information Systems Scale, Proportion, and Quantity:
Quoted from the New York State Performance Indicators (4.1a-j, 5.1m, 5.3 f, j) Key Idea 1: Information technology is used to retrieve, In considering phenomena, it is critical to recognize what
■■ When work* is done on or by a system, there is a change process, and communicate information as a tool to is relevant at different size, time, and energy scales, and
in the total energy* of the system. (4.1g) enhance learning. to recognize proportional relationships between different
■■ Work done against friction results in an increase in the Standard 6: Interconnectedness: Common Themes
internal energy of the system. (4.1h) ■■ The significance of a phenomenon is dependent on
Key Idea 1: Through systems thinking, people can
the scale, proportion, and quantity at which it occurs.
■■ Energy may be stored in electric* or magnetic fields. This recognize the commonalities that exist among all
energy may be transferred through conductors or space systems and how parts of a system interrelate and
■■ Some systems can only be studied indirectly as
and may be converted to other forms of energy. (4.1j) combine to perform specific functions. they are too small, too large, too fast, or too slow
to observe directly.
■■ All energy transfers are governed by the law of Key Idea 2: Models are simplified representations
conservation of energy.* (4.1a) of objects, structures, or systems used in analysis,
■■ Patterns observable at one scale may not be observable
explanation, interpretation, or design. or exist at other scales.
■■ Power* is the time-rate at which work is done or energy
is expended. (4.1i) continued
■■ Using the concept of orders of magnitude allows one
to understand how a model at one scale relates to a
■■ Among other things, mass-energy and charge are
model at another scale.
conserved at all levels (from subnuclear to cosmic). (5.3f)
continued
continued
The New York City Department of Education 6–12 Science Scope & Sequence PH | Unit 3: Energy | 169
■■ The fundamental source of all energy in the universe is Key Idea 3: The grouping of magnitudes of size, time, ■■ Algebraic thinking is used to examine scientific data
the conversion of mass into energy.* (5.3j) frequency, and pressures or other units of measurement and predict the effect of a change in one variable on
■■ Potential energy is the energy an object possesses into a series of relative order provides a useful way to another (e.g., linear growth vs. exponential growth).
by virtue of its position or condition. Types of potential deal with the immense range and the changes in scale
that affect the behavior and design of systems. Systems and System Models:
energy include gravitational* and elastic.* (4.1c)
A system is an organized group of related objects or
■■ The elongation or compression of a spring depends Key Idea 4: Equilibrium is a state of stability due either
upon the nature of the spring (its spring constant) and to a lack of change (static equilibrium) or a balance
the magnitude of the applied force.* (5.1m) between opposing forces (dynamic equilibrium).
■■ Systems can be designed to do specific tasks.
■■ Kinetic energy* is the energy an object possesses by Key Idea 6: In order to arrive at the best solution that
meets criteria within constraints, it is often necessary to ■■ When investigating or describing a system, the boundaries
virtue of its motion. (4.1d)
make trade-offs. and initial conditions of the system need to be defined
■■ Energy may be converted among mechanical, and their inputs and outputs analyzed and described
electromagnetic, nuclear, and thermal forms. (4.1b) Standard 7: Interdisciplinary Problem Solving using models.
■■ In an ideal mechanical system, the sum of the macroscopic Key Idea 1: The knowledge and skills of mathematics, ■■ Models (e.g., physical, mathematical, computer models)
kinetic and potential energies (mechanical energy) is science, and technology are used together to make can be used to simulate systems and interactions—
constant.* (4.1e) informed decisions and solve problems, especially including energy, matter, and information flows—within
■■ In a non-ideal mechanical system, as mechanical energy those relating to issues of science/ technology/society, and between systems at different scales.
decreases there is a corresponding increase in other consumer decision making, design, and inquiry into
phenomena.
■■ Models can be used to predict the behavior of a
energies such as internal energy.* (4.1f) system, but these predictions have limited precision and
(Note: Items with asterisks* require quantitative treatment per the Reference Key Idea 2: Solving interdisciplinary problems involves reliability due to the assumptions and approximations
Table for Physics. Asterisks following individual words refer to the preceding a variety of skills and strategies, including effective work inherent in models.
refer to all concepts or ideas presented in the sentence.) habits; gathering and processing information; generating
and analyzing ideas; realizing ideas; making connections Energy and Matter: Flows, Cycles, and Conservation:
among the common themes of mathematics, science, Tracking energy and matter flows into, out of, and within
and technology; and presenting results. systems helps one understand their system’s behavior.
■■ The total amount of energy and matter in closed systems
is conserved.
■■ Energy cannot be created or destroyed—only moved ■■ Changes of energy and matter in a system can be
between one place and another place, between described in terms of energy and matter flows into, out
objects and/or fields, or between systems. of, and within that system.
■■ Energy drives the cycling of matter within and
between systems.
ELA/Literacy Strand 1: Questioning, Analysis, and [Refer To Appendix D – Reference Tables For Physical
RST.11-12.3: Follow precisely a complex multistep Interpretation Skills Setting/Physics]
measurements, or performing technical tasks; analyze the develop, modify, clarify, and explain questions that Approximate Coefficients of Friction (p1)
terms, and other domain-specific words and phrases as they pose.
relevant to Grades 11-12 texts and topics. know how to design investigations to answer particular
Mathematics ■■ Guideline D—Evaluating accuracy and reliability—
HSN.Q.A.1: Use units as a way to understand problems Learners can apply basic logic and reasoning skills
and to guide the solution of multistep problems; choose to evaluate completeness and reliability in a variety of
and interpret units consistently in formulas; choose and information sources.
interpret the scale and the origin in graphs and data ■■ Guideline E—Organizing information—Learners are
displays. able to organize and display information in ways
HSN.Q.A.2: Define appropriate quantities for the purpose appropriate to different types of environmental
of descriptive modeling. investigations and purposes.
HSN.Q.A.3: Choose a level of accuracy appropriate to ■■ Guideline F—Working with models and simulations—
limitations on measurement when reporting quantities. Learners are able to create, use, and evaluate models
HSA.CED.A.2: Create equations in two or more variables to understand environmental phenomena.
to represent relationships between quantities; graph continued
continued
uploads/ELA_Standards.pdf
http://www.corestandards.org/wp-content/ ENVIRONMENTAL GUIDELINES FOR LEARNING
uploads/Math_Standards.pdf http://resources.spaces3.com/89c197bf-e630-42b0-ad9a-91f0bc55c72d.pdf
HSA.CED.A.4: Rearrange formulas to highlight a quantity ■■ Guideline G—Drawing conclusions and developing Strand 2.4: Environment and Society
of interest, using the same reasoning as in solving equations. explanations—Learners are able to use evidence and ■■ Guideline A—Human/environment interactions—
For example, rearrange Ohm’s law V = IR to highlight logic in developing proposed explanations that address Learners understand that humans are able to alter the
resistance R. Represent and model with vector quantities. their initial questions and hypotheses. physical environment to meet their needs and that there
Strand 2: Knowledge of Environmental Processes are limits to the ability of the environment to absorb
and Systems impacts or meet human needs.
■■ Guideline D—Technology—Learners are able to
examine the social and environmental impacts of various
■■ Guideline A—Processes that shape the Earth— technologies and technological systems.
Learners understand the major physical processes ■■ Guideline E—Environmental issues—Learners are familiar
that shape the Earth. They can relate these processes,
with a range of environmental issues at scales that range
especially those that are large-scale and long-term, to
from local to national to global. They understand that
characteristics of the Earth.
these scales and issues are often linked.
■■ Guideline C—Energy—Learners apply their knowledge
of energy and matter to understand phenomena in the
world around them.
Strand 2.2: The Living Environment
■■ Guideline D—Flow of matter and energy—Learners
are able to account for environmental characteristics
based on their knowledge of how matter and energy
interact in living systems.
Unit
PH 4 Electricity and Magnetism
Unit Overview:
The law of conservation of energy provides one of the basic keys to understanding the universe. The fundamental tenet
of this law is that the total mass-energy of the universe is constant; however, energy can be transferred in many ways.
Historically, scientists have treated the law of conservation of matter and energy separately. All energy can be classified
as either kinetic or potential. When work is done on or by a system, the energy of the system changes. This relationship Essential Question:
is known as the work-energy theorem. Energy may be transferred by matter or by waves. Waves transfer energy without
How is electricity related to magnetism?
transferring mass. Most of the information scientists gather about the universe is derived by detecting and analyzing
waves. This process has been enhanced through the use of digital analysis. Types of waves include mechanical and
electromagnetic. All waves have the same characteristics and exhibit certain behaviors, subject to the constraints of
conservation of energy. Fundamental forces govern all the interactions of the universe. The interaction of charges is
determined by the electro-weak force.
Key Ideas:
Quoted from the New York State Performance Indicators (4.1a, b, j-p, Key Idea 1: Information technology is used to retrieve, Observed patterns in nature guide organization and
5.1s-u, 5.3b, f)
process, and communicate information as a tool to classification and prompt questions about relationships
■■ Gravitational forces are only attractive, whereas electrical enhance learning. and causes underlying them.
and magnetic forces can be attractive or repulsive. (5.1t)
Standard 6: Interconnectedness: Common Themes
■■ Different patterns may be observed at each of the scales
■■ Charge is quantized on two levels. On the atomic level, at which a system is studied and can provide evidence
charge is restricted to multiples of the elementary charge Key Idea 1: Through systems thinking, people can for causality in explanations of phenomena.
(charge on the electron or proton). On the subnuclear recognize the commonalities that exist among all
continued
level, charge appears as fractional values of the systems and how parts of a system interrelate and
elementary charge (quarks). (5.3b) combine to perform specific functions.
continued
continued
The New York City Department of Education 6–12 Science Scope & Sequence PH | Unit 4: Electricity and Magnetism | 173
■■ Among other things, mass-energy and charge are Key Idea 2: Models are simplified representations ■■ Classifications or explanations used at one scale may
conserved at all levels (from subnuclear to cosmic). (5.3f) of objects, structures, or systems used in analysis, fail or need revision when information from smaller or
■■ Field strength* and direction are determined using a explanation, interpretation, or design. larger scales is introduced; thus requiring improved
suitable test particle. (5.1s) Key Idea 3: The grouping of magnitudes of size, time, investigations and experiments.
(Notes: 1) Calculations are limited to electrostatic and gravitational fields. frequency, and pressures or other units of measurement ■■ Patterns of performance of designed systems can
2) The gravitational field near the surface of Earth and the electrical field into a series of relative order provides a useful way to be analyzed and interpreted to reengineer and
between two oppositely charged parallel plates are treated as uniform.)
deal with the immense range and the changes in scale improve the system.
■■ The inverse square law applies to electrical* and that affect the behavior and design of systems. ■■ Mathematical representations are needed to identify
gravitational* fields produced by point sources. (5.1u)
Key Idea 4: Equilibrium is a state of stability due either some patterns.
■■ All materials display a range of conductivity. At constant to a lack of change (static equilibrium) or a balance ■■ Empirical evidence is needed to identify patterns.
temperature, common metallic conductors obey Ohm’s between opposing forces (dynamic equilibrium).
Law*. (4.1l) Scale, Proportion, and Quantity:
Key Idea 5: Identifying patterns of change is necessary
■■ A circuit is a closed path in which a current* can exist. for making predictions about future behavior and In considering phenomena, it is critical to recognize what
(4.1n) conditions. is relevant at different size, time, and energy scales, and
(Note: Use conventional current.) to recognize proportional relationships between different
Key Idea 6: In order to arrive at the best solution that
All energy transfers are governed by the law of quantities as scales change.
■■
meets criteria within constraints, it is often necessary to
conservation of energy.* (4.1a) make trade-offs. ■■ The significance of a phenomenon is dependent on the
■■ Energy may be converted among mechanical, scale, proportion, and quantity at which it occurs.
Standard 7: Interdisciplinary Problem Solving
electromagnetic, nuclear, and thermal forms. (4.1b) ■■ Some systems can only be studied indirectly as they
Key Idea 1: The knowledge and skills of mathematics, are too small, too large, too fast, or too slow to observe
■■ Energy may be stored in electric* or magnetic fields. This
science, and technology are used together to make directly.
energy may be transferred through conductors or space
informed decisions and solve problems, especially
and may be converted to other forms of energy. (4.1j) ■■ Patterns observable at one scale may not be observable
those relating to issues of science/ technology/society,
The factors affecting resistance in a conductor are length, or exist at other scales.
■■
cross-sectional area, temperature, and resistivity.* (4.1m) phenomena. ■■ Using the concept of orders of magnitude allows one to
Circuit components may be connected in series* or in understand how a model at one scale relates to a model
■■
Key Idea 2: Solving interdisciplinary problems involves
parallel*. Schematic diagrams are used to represent at another scale.
a variety of skills and strategies, including effective work
circuits and circuit elements. (4.1o) habits; gathering and processing information; generating ■■ Algebraic thinking is used to examine scientific data and
■■ Electrical power* and energy* can be determined for and analyzing ideas; realizing ideas; making connections predict the effect of a change in one variable on another
electric circuits. (4.1p) among the common themes of mathematics, science, (e.g., linear growth vs. exponential growth).
continued
and technology; and presenting results. continued
http://www.p12.nysed.gov/ciai/mst/sci/documents/ NGSS CROSS-CUTTING CONCEPTS
phycoresci.pdf http://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
■■ Moving electric charges produce magnetic fields. Systems and System Models: ■■ Changes of energy and matter in a system can be
The relative motion between a conductor and a A system is an organized group of related objects or described in terms of energy and matter flows into,
magnetic field may produce a potential difference in components; models can be used for understanding out of, and within that system.
the conductor. (4.1k) and predicting the behavior of systems. ■■ Energy cannot be created or destroyed—only moved
(Note: Items with asterisks* require quantitative treatment per the Reference ■■ Systems can be designed to do specific tasks. between one place and another place, between objects
word or phrase only; asterisks appearing after the final period of a sentence and/or fields, or between systems.
refer to all concepts or ideas presented in the sentence.)
■■ When investigating or describing a system, the
boundaries and initial conditions of the system need to
■■ Energy drives the cycling of matter within and
be defined and their inputs and outputs analyzed and between systems.
described using models. ■■ In nuclear processes, atoms are not conserved, but
■■ Models (e.g., physical, mathematical, computer the total number of protons plus neutrons is conserved.
models) can be used to simulate systems and Structure and Function:
interactions—including energy, matter, and information
The way an object is shaped or structured determines
flows—within and between systems at different scales.
many of its properties and functions.
■■ Models can be used to predict the behavior of
■■ Investigating or designing new systems or structures
a system, but these predictions have limited
requires a detailed examination of the properties
precision and reliability due to the assumptions and
of different materials, the structures of different
approximations inherent in models.
components, and connections of components to reveal
Energy and Matter: Flows, Cycles, and its function and/or solve a problem.
Conservation: ■■ The functions and properties of natural and designed
Tracking energy and matter flows into, out of, and within objects and systems can be inferred from their overall
systems helps one understand their system’s behavior. structure, the way their components are shaped and used,
■■ The total amount of energy and matter in closed and the molecular substructures of its various materials.
systems is conserved.
ELA/Literacy Strand 1: Questioning, Analysis, And Interpretation [Refer to Appendix D – Reference Tables for Physical
measurements, or performing technical tasks, analyze the develop, modify, clarify, and explain questions that Electricity (p4)
Circuit Symbols (p4)
they pose. Resistivities at 20°C (p4)
continued
continued
Mathematics ■■ Guideline G—Drawing conclusions and developing ■■ Guideline E—Environmental issues—Learners are familiar
HSN-Q.A.1: Use units as a way to understand problems explanations—Learners are able to use evidence and with a range of environmental issues at scales that range
and to guide the solution of multistep problems; choose and logic in developing proposed explanations that address from local to national to global. They understand that
interpret units consistently in formulas; choose and interpret their initial questions and hypotheses. these scales and issues are often linked.
the scale and the origin in graphs and data displays. Strand 2: Knowledge of Environmental Processes Strand 3: Skills for Understanding and Addressing
HSN-Q.A.2: Define appropriate quantities for the purpose and Systems Environmental Issues
Strand 2.1: The Earth as a Physical System Strand 3.1: Skills for Analyzing and Investigating
HSN-Q.A.3: Choose a level of accuracy appropriate to Environmental Issues
Learners understand the major physical processes ■■ Guideline A—Identifying and investigating issues—
HSA.CED.A.2: Create equations in two or more variables that shape the Earth. They can relate these processes, Learners apply their research and analytical skills to
to represent relationships between quantities; graph especially those that are large-scale and long-term, to investigate environmental issues ranging from local issues
equations on coordinate axes with labels and scales. characteristics of the Earth. to those that are regional or global in scope.
HSA.CED.A.4: Rearrange formulas to highlight a ■■ Guideline C—Energy—Learners apply their knowledge ■■ Guideline B—Sorting out the consequences of issues—
quantity of interest, using the same reasoning as in solving of energy and matter to understand phenomena in the Learners are able to evaluate the consequences of
equations. For example, rearrange Ohm’s law V = IR to world around them. specific environmental changes, conditions, and issues
highlight resistance R. Represent and model with vector for human and ecological systems.
quantities. Strand 2.4: Environment and Society
■■ Guideline C—Identifying and evaluating alternative
HSN.VM.A.1: Recognize vector quantities as having both ■■ Guideline A—Human/environment interactions—
solutions and courses of action—Learners are able
magnitude and direction. Represent vector quantities by Learners understand that humans are able to alter
to identify and propose action strategies that are
directed line segments, and use appropriate symbols for the physical environment to meet their needs and
likely to be effective in particular situations and for
vectors and their magnitudes (e.g., v, |v|, ||v||, v). that there are limits to the ability of the environment to
particular purposes.
absorb impacts or meet human needs.
■■ Guideline D—Working with flexibility, creativity, and
■■ Guideline D—Technology—Learners are able to
openness—While environmental issues investigations
examine the social and environmental impacts of
can bring to the surface deeply held views,
various technologies and technological systems.
learners are able to engage each other in peer review
conducted in the spirit of open inquiry.
Unit
PH 5 Waves
Unit Overview:
Energy may be transferred by matter or by waves. Waves transfer energy without transferring mass. Most of the Essential Question:
information scientists gather about the universe is derived by detecting and analyzing waves. This process has been How are waves used to model and explain
enhanced through the use of digital analysis. Types of waves include mechanical and electromagnetic. All waves have physical phenomena?
the same characteristics and exhibit certain behaviors, subject to the constraints of conservation of energy.
Key Ideas:
Quoted from the New York State Performance Indicators (4.1b, 4.3a-n) Key Idea 1: Information technology is used to retrieve, Observed patterns in nature guide organization and
■■ An oscillating system produces waves. The nature of the process, and communicate information as a tool to classification and prompt questions about relationships
system determines the type of wave produced. (4.3a) enhance learning. and causes underlying them.
■■ Waves carry energy and information without transferring Standard 6: Interconnectedness: Common Themes
■■ Patterns of performance of designed systems can
mass. This energy may be carried by pulses or periodic be analyzed and interpreted to reengineer and
Key Idea 2: Models are simplified representations improve the system.
waves. (4.3b)
of objects, structures, or systems used in analysis,
■■ The model of a wave incorporates the characteristics explanation, interpretation, or design.
■■ Mathematical representations are needed to identify
of amplitude, wavelength,* frequency*, period*, wave some patterns.
Key Idea 3: The grouping of magnitudes of size, time,
speed*, and phase. (4.3c) ■■ Empirical evidence is needed to identify patterns.
frequency, and pressures or other units of measurement
■■ When a wave strikes a boundary between two into a series of relative order provides a useful way to Scale, Proportion, and Quantity:
media, reflection*, transmission, and absorption occur. deal with the immense range and the changes in scale
A transmitted wave may be refracted. (4.3h) that affect the behavior and design of systems. In considering phenomena, it is critical to recognize what
is relevant at different size, time, and energy scales, and
■■ Mechanical waves require a material medium through continued
to recognize proportional relationships between different
which to travel. (4.3d)
continued
continued
The New York City Department of Education 6–12 Science Scope & Sequence PH | Unit 5: Waves | 178
■■ Waves are categorized by the direction in which particles Standard 7: Interdisciplinary Problem Solving ■■ The significance of a phenomenon is dependent on the
in a medium vibrate about an equilibrium position relative Key Idea 1: The knowledge and skills of mathematics, scale, proportion, and quantity at which it occurs.
to the direction of propagation of the wave, such as science, and technology are used together to make ■■ Some systems can only be studied indirectly as
transverse and longitudinal waves. (4.3e) informed decisions and solve problems, especially those they are too small, too large, too fast, or too slow to
■■ Resonance occurs when energy is transferred to a relating to issues of science/ technology/society, consumer observe directly.
system at its natural frequency. (4.3f) decision making, design, and inquiry into phenomena. ■■ Patterns observable at one scale may not be observable
■■ When waves of a similar nature meet, the resulting Key Idea 2: Solving interdisciplinary problems involves or exist at other scales.
interference may be explained using the principle a variety of skills and strategies, including effective work ■■ Using the concept of orders of magnitude allows one to
of superposition. Standing waves are a special case habits; gathering and processing information; generating understand how a model at one scale relates to a model
of interference. (4.3m) and analyzing ideas; realizing ideas; making connections at another scale.
■■ When a wave source and an observer are in relative among the common themes of mathematics, science,
■■ Algebraic thinking is used to examine scientific data and
motion, the observed frequency of the waves traveling and technology; and presenting results.
predict the effect of a change in one variable on another
between them is shifted (Doppler effect). (4.3n) (e.g., linear growth vs. exponential growth).
■■ When a wave moves from one medium into another, the
wave may refract due to a change in speed. The angle of
refraction (measured with respect to the normal) depends ■■ Energy may be converted among mechanical, The way an object is shaped or structured determines
on the angle of incidence and the properties of the media electromagnetic, nuclear, and thermal forms. (4.1b) many of its properties and functions.
(indices of refraction).* (4.3i) ■■ Electromagnetic radiation exhibits wave characteristics. ■■ Investigating or designing new systems or structures
■■ The absolute index of refraction is inversely proportional Electromagnetic waves can propagate through a requires a detailed examination of the properties
to the speed of a wave.* (4.3j) vacuum. (4.3g) of different materials, the structures of different
All frequencies of electromagnetic radiation travel at components, and connections of components to reveal
■■ Diffraction occurs when waves pass by obstacles or ■■
the same speed in a vacuum.* (4.3k) its function and/or solve a problem.
through openings. The wavelength of the incident wave
and the size of the obstacle or opening affect how the (Note: Items with asterisks* require quantitative treatment per the
■■ The functions and properties of natural and designed
wave spreads out. (4.3l) Reference Table for Physics. Asterisks following individual words refer objects and systems can be inferred from their overall
to the preceding word or phrase only; asterisks appearing after the final
period of a sentence refer to all concepts or ideas presented in structure, the way their components are shaped and
the sentence.) used, and the molecular substructures of its various
materials.
ELA/Literacy Strand 1: Questioning, Analysis, and Interpretation [Refer to Appendix D – Reference Tables for Physical
measurements, or performing technical tasks, analyze the develop, modify, clarify, and explain questions that The Electromagnetic Spectrum (p2)
Absolute Indices of Refraction (p2)
they pose. Waves (p5)
continued
continued
HSN-Q.A.1: Use units as a way to understand problems explanations—Learners are able to use evidence and
and to guide the solution of multistep problems; choose logic in developing proposed explanations that address
and interpret units consistently in formulas; choose and their initial questions and hypotheses.
interpret the scale and the origin in graphs and data Strand 2: Knowledge of Environmental Processes
displays. and Systems
HSN-Q.A.2: Define appropriate quantities for the purpose
HSN-Q.A.3: Choose a level of accuracy appropriate to
Learners understand the major physical processes
that shape the Earth. They can relate these processes,
HSA.CED.A.2: Create equations in two or more variables especially those that are large-scale and long-term, to
to represent relationships between quantities; graph characteristics of the Earth.
■■ Guideline C—Energy—Learners apply their knowledge
HSA.CED.A.4: Rearrange formulas to highlight a of energy and matter to understand phenomena in the
quantity of interest, using the same reasoning as in solving world around them.
equations. For example, rearrange Ohm’s law V = IR to
highlight resistance R. Represent and model with vector
quantities.
magnitude and direction. Represent vector quantities by
directed line segments, and use appropriate symbols for
vectors and their magnitudes (e.g., v, |v|, ||v||, v).
Unit
PH 6 Modern Physics
Unit Overview:
Fundamental forces govern all the interactions of the universe. The interaction of masses is determined by the
gravitational force; the interaction of charges is determined by the electro-weak force; the interaction between particles in
the nucleus is controlled by the strong force. Changes in the motion of an object require a force. Newton’s laws can be Essential Question:
used to explain and predict the motion of an object. On the atomic level, the quantum nature of the fundamental forces How does our understanding of the atom
becomes evident. Models of the atom have been developed to incorporate wave-particle duality, quantization, and the change with new technologies?
conservation laws. These models have been modified to reflect new observations; they continue to evolve. Everyday
experiences are manifestations of patterns that repeat themselves, from the subnuclear to the cosmic level. Models that
are used at each level reflect these patterns. The future development of physics is likely to be derived from these realms.
Key Ideas:
Quoted from the New York State Performance Indicators (4.1b, 5.3a-j) Key Idea 1: Information technology is used to Observed patterns in nature guide organization and
■■ On the atomic level, energy and matter exhibit the retrieve, process, and communicate information as classification and prompt questions about relationships and
characteristics of both waves and particles. (5.3e) a tool to enhance learning. causes underlying them.
■■ States of matter and energy are restricted to discrete Standard 6: Interconnectedness: Common Themes
■■ Different patterns may be observed at each of the scales
values (quantized). (5.3a) at which a system is studied and can provide evidence
Key Idea 1: Through systems thinking, people can for causality in explanations of phenomena.
■■ On the atomic level, energy is emitted or absorbed in recognize the commonalities that exist among all systems
discrete packets called photons.* (5.3c) and how parts of a system interrelate and combine to
■■ Classifications or explanations used at one scale may
perform specific functions. fail or need revision when information from smaller or
■■ The energy of a photon is proportional to its frequency.*
larger scales is introduced; thus requiring improved
(5.3d) Key Idea 2: Models are simplified representations investigations and experiments.
continued of objects, structures, or systems used in analysis,
explanation, interpretation, or design.
■■ Patterns of performance of designed systems can
be analyzed and interpreted to reengineer and improve
continued
the system.
continued
The New York City Department of Education 6–12 Science Scope & Sequence PH | Unit 6: Modern Physics | 182
■■ Behaviors and characteristics of matter, from the Key Idea 3: The grouping of magnitudes of size, time, ■■ Mathematical representations are needed to identify
microscopic to the cosmic levels, are manifestations of frequency, and pressures or other units of measurement some patterns.
its atomic structure. The macroscopic characteristics of into a series of relative order provides a useful way to ■■ Empirical evidence is needed to identify patterns.
matter, such as electrical and optical properties, are the deal with the immense range and the changes in scale
result of microscopic interactions. (5.3h) that affect the behavior and design of systems. Systems and System Models:
■■ Energy may be converted among mechanical, Key Idea 4: Equilibrium is a state of stability due either A system is an organized group of related objects or
electromagnetic, nuclear, and thermal forms. (4.1b) to a lack of change (static equilibrium) or a balance components; models can be used for understanding
between opposing forces (dynamic equilibrium). and predicting the behavior of systems.
■■ Charge is quantized on two levels. On the atomic level,
charge is restricted to multiples of the elementary charge Key Idea 5: Identifying patterns of change is necessary ■■ When investigating or describing a system, the
(charge on the electron or proton). On the subnuclear for making predictions about future behavior and boundaries and initial conditions of the system need to
level, charge appears as fractional values of the conditions. be defined and their inputs and outputs analyzed and
elementary charge (quarks). (5.3b) described using models.
Standard 7: Interdisciplinary Problem Solving
■■ Among other things, mass-energy and charge are ■■ Models (e.g., physical, mathematical, computer models)
Key Idea 1: The knowledge and skills of mathematics, can be used to simulate systems and interactions—
conserved at all levels (from subnuclear to cosmic). (5.3f)
science, and technology are used together to make including energy, matter, and information flows—within
■■ The Standard Model of Particle Physics has evolved from informed decisions and solve problems, especially and between systems at different scales.
previous attempts to explain the nature of the atom and those relating to issues of science/ technology/society,
states that: (5.3g) ■■ Models can be used to predict the behavior of a system,
■■ atomic particles are composed of subnuclear phenomena. but these predictions have limited precision and reliability
particles due to the assumptions and approximations inherent in
Key Idea 2: Solving interdisciplinary problems involves models.
■■ the nucleus is a conglomeration of quarks which a variety of skills and strategies, including effective work
manifest themselves as protons and neutrons habits; gathering and processing information; generating Energy and Matter: Flows, Cycles, and Conservation:
■■ each elementary particle has a corresponding and analyzing ideas; realizing ideas; making connections Tracking energy and matter flows into, out of, and within
antiparticle among the common themes of mathematics, science, systems helps one understand their system’s behavior.
and technology; and presenting results.
■■ The total of the fundamental interactions is responsible ■■ The total amount of energy and matter in closed systems
for the appearance and behavior of the objects in the is conserved.
universe. (5.3i) ■■ Changes of energy and matter in a system can be
■■ The fundamental source of all energy in the universe is described in terms of energy and matter flows into,
the conversion of mass into energy.* (5.3j) out of, and within that system.
(Note: Items with asterisks* require quantitative treatment per the Reference ■■ Energy cannot be created or destroyed—only moved
between one place and another place, between objects
refer to all concepts or ideas presented in the sentence.) and/or fields, or between systems.
continued
NGSS CROSS-CUTTING CONCEPTS
http://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20
-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
■■ Energy drives the cycling of matter within and between
systems.
■■ In nuclear processes, atoms are not conserved, but the
total number of protons plus neutrons is conserved.
The way an object is shaped or structured determines
many of its properties and functions.
■■ Investigating or designing new systems or structures
requires a detailed examination of the properties
of different materials, the structures of different
components, and connections of components to reveal
its function and/or solve a problem.
■■ The functions and properties of natural and designed
objects and systems can be inferred from their overall
structure, the way their components are shaped and
used, and the molecular substructures of its various
materials.
Stability and Change:
For both designed and natural systems, conditions that
affect stability and factors that control rates of change are
critical elements to consider and understand.
■■ Much of science deals with constructing explanations of
how things change and how they remain stable.
■■ Change and rates of change can be quantified and
modeled over very short or very long periods of time.
Some system changes are irreversible.
ELA/Literacy Strand 1: Questioning, Analysis, and Interpretation [Refer to Appendix D – Reference Tables for Physical
measurements, or performing technical tasks, analyze the develop, modify, clarify, and explain questions that Energy Level Diagrams (p3)
Classification of Matter (p3)
they pose. Particles of the Standard Model (p3)
they are used in a specific scientific or technical context ■■ Guideline B—Designing investigations—Learners Modern Physics (p5)
conclusions with other sources of information. ■■ Guideline F—Working with models and simulations—
RST.11-12.9: Synthesize information from a range of Learners are able to create, use, and evaluate models
sources (e.g., texts, experiments, simulations) into a to understand environmental phenomena.
coherent understanding of a process, phenomenon, or ■■ Guideline G—Drawing conclusions and developing
concept, resolving conflicting information when possible. explanations—Learners are able to use evidence and
WHST.9–12.2: Write informative/explanatory texts, logic in developing proposed explanations that address
including the narration of historical events, scientific their initial questions and hypotheses.
procedures/experiments, or technical processes. Strand 2: Knowledge of Environmental Processes
WHST.9–12.7: Conduct short as well as more sustained and Systems
the inquiry when appropriate; synthesize multiple sources ■■ Guideline B—Changes in matter—Learners apply
on the subject, demonstrating understanding of the subject their understanding of chemical reactions to round out
under investigation. their explanations of environmental characteristics and
WHST.9–12.9: Draw evidence from informational texts everyday phenomena.
to support analysis, reflection, and research. ■■ Guideline C—Energy—Learners apply their knowledge
continued of energy and matter to understand phenomena in the
world around them.
continued
Mathematics Strand 2.2: The Living Environment ■■ Guideline C—Resources—Learners understand that the
HSN-Q.A.1: Use units as a way to understand problems ■■ Guideline C—Systems and connections—Learners importance and use of resources change over time and
and to guide the solution of multistep problems; choose understand the living environment to be comprised vary under different economic and technological systems.
and interpret units consistently in formulas; choose and of interrelated, dynamic systems. ■■ Guideline D—Technology—Learners are able to
interpret the scale and the origin in graphs and data ■■ Guideline D—Flow of matter and energy—Learners examine the social and environmental impacts of
displays. are able to account for environmental characteristics various technologies and technological systems.
HSN-Q.A.2: Define appropriate quantities for the purpose based on their knowledge of how matter and energy Strand 3: Skills for Understanding and Addressing
of descriptive modeling. interact in living systems. Environmental Issues
HSN-Q.A.3: Choose a level of accuracy appropriate to Strand 2.3: Humans and Their Societies Strand 3.2: Decision-Making and Citizenship Skills
■■ Guideline D—Global connections—Learners are able ■■ Guideline A—Forming and evaluating personal views—
HSA.CED.A.2: Create equations in two or more variables to analyze global, social, cultural, political, economic, Learners are able to communicate, evaluate, and justify
to represent relationships between quantities; graph and environmental linkages. their own views on environmental issues and alternative
■■ Guideline E—Change and conflict—Learners ways to address them.
HSA.CED.A.4: Rearrange formulas to highlight a understand the functioning of public processes for ■■ Guideline D—Evaluating the results of actions—
quantity of interest, using the same reasoning as in promoting and managing change and conflict, and Learners are able to evaluate the effects of their own
solving equations. For example, rearrange Ohm’s law can analyze their effects on the environment.
V = IR to highlight resistance R. Represent and model actions and actions taken by other individuals and
with vector quantities. Strand 2.4: Environment and Society groups, including possible intended and unintended
consequences of actions.
HSN.VM.A.1: Recognize vector quantities as having both ■■ Guideline A—Human/environment interactions—
magnitude and direction. Represent vector quantities by Learners understand that humans are able to alter
directed line segments, and use appropriate symbols for the physical environment to meet their needs and
vectors and their magnitudes (e.g., v, |v|, ||v||, v). that there are limits to the ability of the environment to
absorb impacts or meet human needs.
Grades
9-12
Patterns: Observed patterns
Cross-Cutting Concepts
■■ Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality
in nature guide organization and in explanations of phenomena.
classification and prompt questions ■■ Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is
about relationships and causes introduced; thus requiring improved investigations and experiments.
underlying them.
■■ Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.
■■ Mathematical representations are needed to identify some patterns.
■■ Empirical evidence is needed to identify patterns.
Cause and Effect: Mechanism
■■ Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
and Prediction: Events have
causes, sometimes simple, sometimes ■■ Cause and effect relationships can be suggested and predicted for complex natural and human-designed systems by examining what
multifaceted. Deciphering causal is known about smaller scale mechanisms within the system.
relationships, and the mechanisms by ■■ Systems can be designed to cause a desired effect.
which they are mediated, is a major
■■ Changes in systems may have various causes that may not have equal effects.
activity of science and engineering.
Scale, Proportion, and Quantity: ■■ The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
In considering phenomena, it is ■■ Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.
critical to recognize what is relevant
at different size, time, and energy
■■ Patterns observable at one scale may not be observable or exist at other scales.
scales, and to recognize proportional ■■ Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.
relationships between different ■■ Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth
quantities as scales change. vs. exponential growth).
Systems and System Models: ■■ Systems can be designed to do specific tasks.
A system is an organized group of ■■ When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs
related objects or components; models and outputs analyzed and described using models.
can be used for understanding and
predicting the behavior of systems.
■■ Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy,
matter, and information flows—within and between systems at different scales.
■■ Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the
assumptions and approximations inherent in models.
continued
The New York City Department of Education 6–12 Science Scope & Sequence Grades 9–12 | Cross-Cutting Concepts | 187
Grades
9-12
Energy and Matter: Flows, Cycles,
Cross-Cutting Concepts
■■ The total amount of energy and matter in closed systems is conserved.
and Conservation: Tracking energy ■■ Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
and matter flows into, out of, and
■■ Energy cannot be created or destroyed—only moved between one place and another place, between objects and/or fields,
within systems helps one understand
or between systems.
their system’s behavior.
■■ Energy drives the cycling of matter within and between systems.
■■ In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
Structure and Function: The ■■ Investigating or designing new systems or structures requires a detailed examination of the properties of different materials,
way an object is shaped or structured the structures of different components, and connections of components to reveal its function and/or solve a problem.
determines many of its properties ■■ The functions and properties of natural and designed objects and systems can be inferred from their overall structure,
and functions. the way their components are shaped and used, and the molecular substructures of its various materials.
Stability and Change: For ■■ Much of science deals with constructing explanations of how things change and how they remain stable.
both designed and natural systems, ■■ Change and rates of change can be quantified and modeled over very short or very long periods of time.
conditions that affect stability and Some system changes are irreversible.
factors that control rates of change
are critical elements to consider
■■ Feedback (negative or positive) can stabilize or destabilize a system.
and understand. ■■ Systems can be designed for greater or lesser stability.
Developed by NSTA using information from Appendix G of the Next Generation Science Standards © 2011, 2012, 2013 Achieve, Inc.
Adapted from: National Research Council (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12
Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academy Press. Chapter 4: Crosscutting Concepts.
The New York City Department of Education 6–12 Science Scope & Sequence Grades 9–12 | Cross-Cutting Concepts | 188
Grades
9-12 Engineering Design
Constructing Obtaining, Evaluating
Asking Questions and Developing and Using Planning and Carrying Analyzing and Using Mathematics and Explanations and Engaging in Argument and Communicating
Defining Problems Models Out an Investigation Interpreting Data Computational Thinking Defining Solutions From Evidence Information
Asking questions and Modeling in 9–12 builds Planning and carrying Analyzing data in Mathematical and Constructing Engaging in argument Obtaining, evaluating,
defining problems on K–8 experiences out investigations in 9–12 builds on computational thinking explanations and from evidence in and communicating
in 9–12 builds on and progresses to 9–12 builds on K–8 K–8 experiences in 9–12 builds on designing solutions 9–12 builds on K–8 information in
K–8 experiences using, synthesizing, experiences and and progresses to K–8 experiences and in 9–12 builds on experiences and 9–12 builds on K–8
and progresses to and developing models progresses to include introducing more progresses to using K–8 experiences progresses to using experiences and
formulating, refining, to predict and show investigations that detailed statistical algebraic thinking and and progresses to appropriate and progresses to evaluating
and evaluating relationships among provide evidence for analysis, the analysis, a range of explanations and sufficient evidence and the validity and reliability
empirically testable variables between and test conceptual, comparison of data linear and nonlinear designs that are scientific reasoning of the claims, methods,
questions and design systems and their mathematical, physical, sets for consistency, functions including supported by multiple to defend and critique and designs.
problems using models components in the and empirical models. and the use of models trigonometric functions, and independent claims and explanations Critically read scientific
and simulations. natural and designed Plan an investigation to generate and exponentials and student-generated about the natural and literature adapted
Ask questions: worlds. or test a design analyze data. logarithms, and sources of evidence designed world(s). for classroom use to
Evaluate merits and individually and Analyze data using computational tools consistent with Arguments may also determine the central
• that arise from for statistical analysis scientific ideas, come from current
careful observation limitations of two collaboratively to tools, technologies, ideas or conclusions
different models of the produce data to and/or models (e.g., to analyze, represent, principles, and theories. scientific or historical and/or to obtain scientific
of phenomena, or and model data. episodes in science.
unexpected results, same proposed tool, serve as the basis for computational, Make a quantitative and/or technical
process, mechanism or evidence as part of mathematical) in Simple computational and/or qualitative Compare and evaluate information to summarize
to clarify and/or seek simulations are created
additional information. system in order to select building and revising order to make valid claim regarding the competing arguments complex evidence,
or revise a model that models, supporting and reliable scientific and used based on relationship between or design solutions concepts, processes, or
• that arise from mathematical models
best fits the evidence or explanations for claims or determine an dependent and in light of currently information presented in
examining models design criteria. phenomena, or testing optimal design solution. of basic assumptions. independent variables. accepted explanations, a text by paraphrasing
or a theory, to clarify solutions to problems. Create and/or revise a new evidence, them in simpler but still
and/or seek additional Design a test of a model Apply concepts of Construct and revise
to ascertain its reliability. Consider possible statistics and probability computational model an explanation based limitations (e.g., trade- accurate terms.
information and or simulation of offs), constraints, and
relationships. Develop, revise, confounding variables (including determining on valid and reliable Compare, integrate,
or effects and evaluate function fits to data, a phenomenon, evidence obtained from ethical issues. and evaluate sources of
• to determine
and/or use a model designed device,
based on evidence the investigation’s slope, intercept, a variety of sources Evaluate the claims, information presented
relationships, design to ensure and correlation process, or system. (including students’ own evidence, and/or in different media or
including quantitative to illustrate and/or
predict the relationships variables are controlled. coefficient for linear Use mathematical, investigations, models, reasoning behind formats (e.g., visually,
relationships, between fits) to scientific and computational, theories, simulations, currently accepted quantitatively) as well
independent and between systems or Plan and conduct an
between components investigation individually engineering questions and/or algorithmic peer review) and explanations or as in words in order
dependent variables. and problems, using representations of the assumption that solutions to determine to address a scientific
of a system. and collaboratively
• to clarify and refine to produce data to digital tools when phenomena or design theories and laws that the merits of question or solve a
a model, an Develop and/or use feasible. solutions to describe describe the natural arguments. problem.
multiple types of models serve as the basis
explanation, or an for evidence, and in Consider limitations and/or support claims world operate today as Respectfully provide Gather, read, and evaluate
to provide mechanistic and/or explanations. they did in the past and
engineering problem. the design: decide of data analysis (e.g., and/or receive scientific and/or technical
accounts and/or predict will continue to do so in
Evaluate a question phenomena, and move on types, how much, measurement error, Apply techniques of critiques on scientific information from multiple
and accuracy of data sample selection) algebra and functions the future. arguments by probing authoritative sources,
to determine if it is flexibly between model
testable and relevant. needed to produce when analyzing and to represent and Apply scientific ideas, reasoning and evidence, assessing the evidence
types based on merits
and limitations. reliable measurements interpreting data. solve scientific and principles, and/or challenging ideas and and usefulness of each
Ask questions that can and consider limitations Compare and contrast engineering problems. evidence to provide an conclusions, responding source.
be investigated within on the precision of the explanation of thoughtfully to diverse
various types of data
continued continued continued continued continued continued continued continued
The New York City Department of Education 6–12 Science Scope & Sequence Grades 9–12 | Engineering Design | 189
Grades
9-12 Engineering Design
Constructing Obtaining, Evaluating
Asking Questions and Developing and Using Planning and Carrying Analyzing and Using Mathematics and Explanations and Engaging in Argument and Communicating
Defining Problems Models Out an Investigation Interpreting Data Computational Thinking Defining Solutions From Evidence Information
the scope of the school Develop a complex data (e.g., number of sets (e.g., self- Use simple limit cases phenomena and solve perspectives, and Evaluate the validity
laboratory, research model that allows trials, cost, risk, time), generated, archival) to to test mathematical design problems, taking determining additional and reliability of and/or
facilities, or field (e.g., for manipulation and and refine the design examine consistency expressions, computer into account possible information required to synthesize multiple claims,
outdoor environment) testing of a proposed accordingly. of measurements and programs, algorithms, unanticipated effects. resolve contradictions. methods, and/or designs
with available resources process or system. Plan and conduct an observations. or simulations of a Apply scientific Construct, use,
that appear in scientific
and, when appropriate, Develop and/or use investigation or test Evaluate the impact of process or system to reasoning, theory, and/or present an
and technical texts or
frame a hypothesis a model (including a design solution in a new data on a working see if a model “makes and/or models to link oral and written
media reports, verifying
based on a model or mathematical and safe and ethical manner explanation and/or sense” by comparing evidence to the claims argument or
the data when possible.
theory. computational) to including considerations model of a proposed the outcomes with what to assess the extent to counterarguments Communicate scientific
Ask and/or evaluate generate data to of environmental, social, process or system. is known about the which the reasoning based on data and and/or technical
support explanations, real world.
questions that challenge and personal impacts. Analyze data to identify and data support evidence. information or ideas
the premise(s) of predict phenomena, Apply ratios, rates, to explanation or (e.g. about phenomena
analyze systems, and/or Select appropriate design features or Make and defend
an argument, the tools to collect, characteristics of percentages, and unit conclusion. a claim based on
and/or the process of
interpretation of a data solve problems. conversions in the development and the
record, analyze, and the components of a Design, evaluate, evidence about the
set, or the suitability of evaluate data. proposed process or context of complicated and/or refine a solution natural world or the
design and performance
a design. system to optimize it measurement problems to a complex real-world effectiveness of a
of a proposed process).
Make directional involving quantities with
Define a design hypotheses that specify relative to criteria for problem, based on design solution that
derived or compound
problem that involves what happens to a success. scientific knowledge, reflects scientific
the development of a units (such as mg/mL, student-generated knowledge and student-
dependent variable kg/m3, acre-feet, etc.).
process or system with when an independent sources of evidence, generated evidence.
interacting components prioritized criteria, and
variable is manipulated. Evaluate competing
and criteria and trade-off considerations. design solutions to a
constraints that may Manipulate variables
and collect data about real-world problem
include social, technical,
a complex model of based on scientific
and/or environmental ideas and principles,
considerations. a proposed process
empirical evidence,
or system to identify
failure points or improve and/or logical
performance relative to arguments regarding
criteria for success or relevant factors (e.g.
other variables. economic, societal,
environmental, ethical
considerations).
The New York City Department of Education 6–12 Science Scope & Sequence Grades 9–12 | Engineering Design | 190

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