The Standards

High School

Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

 

 

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. HS-PS2-2

Clarification Statement and Assessment Boundary

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.

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Use mathematical representations of phenomena to describe explanations. (HS-PS2-2)

Common Core State Standards Connections

ELA/Literacy
  • WHST.11-12.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS2-2)
Mathematics
  • HSA-CED.A.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. (HS-PS2-2)
  • 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. (HS-PS2-2)
  • HSA-CED.A.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-2)
  • HSN-Q.A.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS2-2)
  • HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-2)
  • HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-2)
  • MP.2 - Reason abstractly and quantitatively. (HS-PS2-2)
  • MP.4 - Model with mathematics. (HS-PS2-2)

Model Course Mapping

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