HS-PS2-2 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9–12 level builds on K–8 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.

Disciplinary Core Ideas

PS2.A: Forces and Motion

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-level:

HS.ESS1.A ; HS.ESS1.C

Articulation of DCIs across grade-bands:

MS.PS2.A ; MS.PS3.C

Common Core State Standards Connections:

Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS2-2)
MP.4 Model with mathematics. (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)
HSA.CED.A.1Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-2)
HSA.CED.A.2Create 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.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-2)

HS-PS2-2 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9–12 level builds on K–8 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.

Disciplinary Core Ideas

PS2.A: Forces and Motion

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-level:

HS.ESS1.A ; HS.ESS1.C ; H.ESS2.C

Articulation of DCIs across grade-bands:

MS.PS2.A ; MS.PS3.C

Common Core State Standards Connections:

Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS2-2)
MP.4 Model with mathematics. (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)
HSA.CED.A.1Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-2)
HSA.CED.A.2Create 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.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-2)

HS-PS2-2 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9–12 level builds on K–8 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.

Disciplinary Core Ideas

PS2.A: Forces and Motion

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-level:

HS.ESS1.A ; HS.ESS1.C ; H.ESS2.C

Articulation of DCIs across grade-bands:

MS.PS2.A ; MS.PS3.C

Common Core State Standards Connections:

Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS2-2)
MP.4 Model with mathematics. (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)
HSA.CED.A.1Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-2)
HSA.CED.A.2Create 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.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
HS-PS2-2-1 Evidence Statements
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High School Domains Model Course 2: Physics: Bundle 2

How to Read the Standards

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