NGSS HS Physics: Unit 1 Sequencing
PEs Assessed: HS-PS2-1, HS-PS2-2, HS-PS2-3*, HS-ETS1-1, HS-ETS1-4
Intro to NGSS PS2.A: Forces and Motion
Newton’s second law accurately
& Earth Science predicts changes in the motion of
DCIs
Phenomena: Mountain macroscopic objects. (HS-PS2-1)
Building and Forces
-Newton’s 1st Law (inertia)
-establish theme of
-Forces (push & pull)
big > small
Additional -scale
-Newton’s 2nd law (F=ma)
Concepts -stress or stress
test
Analyzing and Interpreting Data
Analyzing data in 9–12 builds on K–8
and progresses to introducing more
detailed statistical analysis, the
comparison of data sets for consistency,
and the use of models to generate and
analyze data. Analyze data using
tools, technologies, and/or models (e.g.,
computational, mathematical) in order to
make valid and reliable scientific claims
or determine an optimal design solution.
SEPs (HS-PS2-1)
Science Models, Laws, Mechanisms,
and Theories Explain Natural
Phenomena
-Theories and laws provide explanations
in science. (HS-PS2- 1),(HS-PS2-4)
-Laws are statements or descriptions of
the relationships among observable
phenomena. (HS-PS2-1),(HS-PS2-4)
Cause and Effect
Empirical evidence is required to
differentiate between cause and
CCCs correlation and make claims about
specific causes and effects. (HS-PS2-
1),(HS-PS2-5)
Title of PE Assessment Activity
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical
PEs relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification
(boundaries 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
of PE) object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional
motion and to macroscopic objects moving at nonrelativistic speeds.]
Activity Brainstorm:
●
Forces and Motion Sequence Developed by TUSD Teachers, May 2016
ETS1.A: Defining and Delimiting Engineering Problems ETS1.B Developing Possible Solutions
PS2.A: Forces and Motion PS2.A: Forces and Motion
To reach an understanding of Newton’s - Criteria and constraints also include satisfying any -Both physical models and computers can be used in various
Momentum is defined for a particular frame of If a system interacts with objects outside itself, the
2nd law: requirements set by society, such as taking issues of risk ways to aid in the engineering design process. Computers are
reference; it is the mass times the velocity of the total momentum of the system can change;
mitigation into account, and they should be quantified to the useful for a variety of purposes, such as running simulations to
object. (HS-PS2-2) however, any such change is balanced by changes extent possible and stated in such a way that one can tell if test different ways of solving a problem or to see which one is
in the momentum of objects outside the system. a given design meets them. (HS-ETS1-1) most efficient or economical; and in making a persuasive
(HS-PS2-2),(HS-PS2-3) presentation to a client about how a given design will meet his
or her needs. (HS-ETS1-4)
Terminology Math: -continuing on:
-vectors & scalars -Frame of reference -Newton’s 3rd Law -define the problem or task at hand -iterative engineering design process
-direct/indirect Types of forces/contact
-position & location -definition of momentum -action/reaction -list criteria and constraints -test and redesign
-Graphs (PT, VT, -resultant net force
(P=mv) -forces occur in pairs; equal and opposite (F1= -possible concepts to be included:
-displacement & AT) -FBD modeling
-units (Ns=kg m/s) F2) -impact force
distance -slope/derivative -center of mass
-instantaneous vs. -law of conservations of momentum -impulse
-intercepts -isolated system/object
average -external vs. internal forces -momentum theorem Constructing Explanations and Designing Solutions
-area under curve/
-speed & velocity -types of collisions (elastic & inelastic) -Newton’s 2nd law Constructing explanations and designing solutions in 9–12
integral
-acceleration builds on K–8 experiences and progresses to explanations and
-change in velocity designs that are supported by multiple and independent
-weight vs. mass studentgenerated sources of evidence consistent with scientific
-kinematics ideas, principles, and theories. Apply scientific ideas to solve
-free fall a design problem, taking into account possible unanticipated
effects. (HS-PS2-3)
Asking Questions and Defining Problems
Asking questions and defining problems in 9–12 builds Using Mathematics and Computational Thinking
Using Mathematics and Computational on K–8 experiences and progresses to formulating, Mathematical and computational thinking in 9-12 builds on K-8
Thinking refining, and evaluating empirically testable questions experiences and progresses to using algebraic thinking and
Mathematical and computational thinking at the and design problems using models and simulations. analysis, a range of linear and nonlinear functions including
9–12 level builds on K–8 and progresses to using Analyze complex real-world problems by specifying trigonometric functions, exponentials and logarithms, and
algebraic thinking and analysis, a range of linear criteria and constraints for successful solutions. computational tools for statistical analysis to analyze,
and nonlinear functions including trigonometric (HS-ETS1-1) represent, and model data. Simple computational simulations
functions, exponentials and logarithms, and are created and used based on mathematical models of basic
computational tools for statistical analysis to assumptions. Use mathematical models and/or computer
analyze, represent, and model data. Simple simulations to predict the effects of a design solution on
computational simulations are created and used systems and/or the interactions between systems.
based on mathematical models of basic (HS-ETS1-4)
assumptions. Use mathematical
representations of phenomena to describe
explanations. (HS-PS2-2),(HS-PS2-4)
Systems and System Models Influence of Science, Engineering, and Technology Systems and System Models
When investigating or describing a system, on Society and the Natural World Models (e.g., physical, mathematical, computer models) can
the boundaries and initial conditions of the New technologies can have deep impacts on society and be used to simulate systems and interactions— including
system need to be defined. (HS-PS2-2) the environment, including some that were not energy, matter, and information flows— within and between
anticipated. Analysis of costs and benefits is a critical systems at different scales. (HS-ETS1-4)
Cause and Effect aspect of decisions about technology. (HS-ETS1-1)
Systems can be designed to cause a desired (HSETS1-3)
effect. (HS-PS2-3)
Title of PE Assessment Activity Title of PE Assessment Activity (Engineering Design Challenge)
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could
system of objects is conserved when there is no net force on the system. [Clarification Statement: include determining the success of the device at protecting an object from damage and modifying the design to
Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary:
of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies
Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
moving in one dimension.]
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for
solutions that account for societal needs and wants.
Activity Brainstorm:
● HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with
numerous criteria and constraints on interactions within and between systems relevant to the problem
Activity Brainstorm
●