NGSS Active Physics Alignment by Performance Expectation updated 6/1

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Next Generation Science Standards and Active Physics Alignment

Organized by Performance Expectation


Table of Contents

NGSS………………………………………………………..…..4

Alignment Between Active Physics and NGSS……………..5

Example Lead Page……………………………………..…….6

Essential Questions in Active Physics……………..……......8

Example Section Page………………………...………..…….10

HS-PS-1-8…………………………….………...……..…..….11

HS-PS-2-1…………………………….………...……..…..….16

HS-PS-2-2…………………………….………...……..…..….22

HS-PS-2-3…………………………….………...……..…..….26

HS-PS-2-4…………………………….………...……..…..….30

HS-PS-2-5…………………………….………...……..…..….35

HS-PS-3-1…………………………….………...……..…..….40

HS-PS-3-2…………………………….………...……..…..….50

HS-PS-3-3…………………………….………...……..…..….55

HS-PS-3-4…………………………….………...……..…..….63

HS-PS-3-5…………………………….………...……..…..….67

HS-PS-4-1…………………………….………...……..…..….73

HS-PS-4-2…………………………….………...……..…..….79

HS-PS-4-3…………………………….………...……..…..….81

HS-PS-4-4…………………………….………...……..…..….85

HS-PS-4-3…………………………….………...……..…..….87


Table of Alignment by Performance Expectation………….88

Table of Alignment by Chapter……………………………....90


NGSS Active Physics Alignment

NGSS “Next Generation Science Standards (NGSS) identifies the science all K-12 students should know. These new standards are based on the National Research Council’s A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create the standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.”1

“The National Research Council's (NRC) Framework describes a vision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence-based, model and theory building enterprise that continually extends, refines, and revises knowledge. It presents three dimensions that will be combined to form each standard:

Dimension 1: Practices

The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. The NRC uses the term practices instead of a term like “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Part of the NRC’s intent is to better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires.

Although engineering design is similar to scientific inquiry, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life.

Dimension 2: Crosscutting Concepts

Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science. They include: Patterns, similarity, and diversity; Cause and effect; Scale, proportion and quantity; Systems and system models; Energy and matter; Structure and function; Stability and change. The Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world.

Dimension 3: Disciplinary Core Ideas

Disciplinary core ideas have the power to focus K–12 science curriculum, instruction and assessments on the most important aspects of science. To be considered core, the ideas should meet at least two of the following criteria and ideally all four:

1http://www.nap.edu/catalog/18290/next-generation-science-standards-for-states-by-states


• Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;

• Provide a key tool for understanding or investigating more complex ideas and solving problems;

• Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;

• Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.”2

Alignment between Active Physics and Next Generation Science Standards (NGSS) Reminder: NGSS is not a curriculum. It is up to curriculum developers to create engaging, pedagogically sound means of approaching physics using research and strong instructional models which will guide students to an understanding of physics. The students should then have the knowledge and context to meet the Performance Expectations of the NGSS as well as have a sense of physics as a coherent discipline and a way of viewing the world.

“Active Physics® is a curriculum based on the research on how students learn—encapsulated in the 7E Instructional Model (elicit, engage, explore, explain, elaborate, extend, evaluate). As a result, Active Physics provides ALL students with a deep and memorable learning experience.”3

This document shows the alignment between Active Physics and the Next Generation Science Standards to help teachers get a better understanding of the relationship between them.

The NGSS are typically organized by Disciplinary Core Idea (DCI), and each DCI contains several Performance Expectations, or things students should know or be able to do after their science courses. Each Performance Expectation has an identifying code that includes the grade and strand (Earth Science, Life Science, Physical Science, or Engineering), such as HS-PS3-1. The NGSS have also been cross-mapped so that each Performance Expectation addresses one of the Crosscutting Concepts and utilizes one of the Science and Engineering Practices. This crossover is noted by the red on the pages for each Performance Expectation.

There are four parts to this document. Each part corresponds to one of the Disciplinary Core Ideas (DCI). The parts are HS-PS-1, Matter and Its Interactions, HS-PS-2, Motion and Stability: Forces and Interactions, HS-PS-3, Energy, and HS-PS-4, Waves and Their Applications in Technologies for Information Transfer. Within each part, you will find information about the Performance Expectations within that DCI and the Active Physics Chapters and Sections where students will discover that content.

The first Disciplinary Core Idea is HS-PS-1. Since most the curriculum for HS-PS-1 is chemistry content, this document starts with HS-PS-1-8. (HS-PS-1-1 through HS-PS-1-7 are found in Active Chemistry.) All Performance Expectations of HS-PS-2, HS-PS-3, and HS-PS-4 are included in Active Physics as can be seen in this document.

Each part (HS-PS-1, HS-PS-2, HS-PS-3, and HS-PS-4) includes all of the Performance Expectations within that DCI, which are indicated by the number at the end of the name (HS-PS-2-1). Each Performance Expectation starts with a “Lead Page” that includes Crosscutting 2http://www.nextgenscience.org/three-dimensions 3http://www.iat.com/courses/high-school-science/active-physics/?type=introduction


Concepts and Science and Engineering Practices relevant to that Performance Expectation marked in red. This information all comes from the NGSS. You will notice that these Lead Pages are in a different font than the section pages and have a note in red at the top of the page.


An example lead page


After that “Lead Page”, there is a page for each section from Active Physics that covers the content of that Performance Expectation. This page includes a description of the activity and another chart of Crosscutting Concepts and Science and Engineering Practices, but this chart has red highlighting to show the concepts and practices that are used and could be emphasized in the activity for that section. After this chart, you will find the Essential Questions from this section.

Essential Questions in Active Physics The Essential Questions are one way to assess the Performance Expectations.

What does it mean? NGSS: This most closely aligns with the Disciplinary Core Ideas in NGSS. The first essential question, “What does it mean?” requires students to describe the content of the section based on what they have learned in their investigation and reading. How do you know? NGSS: The question asks students to draw the connection between the Disciplinary Core Idea and the Science and Engineering Practices. The second essential question, “How do you know?” is answered by a description of the experimental evidence that students discovered during the investigate. Students “know” because they have done an experiment. These experiments utilize the Science and Engineering Practices highlighted in red in the Section Charts. Why do you believe? NGSS: This question asks students to draw connections between the content of the Section and the larger Disciplinary Core Idea. [i.e. Connects with Other Physics Content] It then draws connections between the Disciplinary Core Ideas and the Crosscutting Concepts. [i.e. Fits with Big Ideas in Science] It finally connects the Disciplinary Core Idea, the Science and Engineering Practice and the Crosscutting Concept (three-dimensional learning) in exploring the “nature of science.” [i.e. Meets Physics Requirements.] The third essential question, “Why do you believe?” emphasizes one of three ideas (“Connects with Other Physics Content”, “Fits with Big Ideas in Science,” or “Meetings Physics Requirements”) to help students understand physics as it relates to the world outside the classroom. Why should you care? NGSS: This question is a response to students about relevance and students’ very common and appropriate question, “Why are we learning this?” It focuses on the engineering applications of the physics content. The NRC Framework (from which the NGSS was drawn) states: “Specifically, a core idea for K-12 science instruction should

1. Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline.

2. Provide a key tool for understanding or investigating more complex ideas and solving problems.

3. Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge.


4. Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. That is, the idea can be made accessible to younger students but is broad enough to sustain continued investigation over years. “4

Why should you care deals specifically with #3 and indirectly with #1 and #2. The last question, “Why Should You Care?” requires students to make a direct line from the section to the Chapter Challenge. This serves three purposes: the students have an immediate need to know this information, they are required to transfer their new knowledge and also to begin planning a response to the Chapter Challenge. Since the Chapter Challenges all deal with engineering, the “Why do you care” essential questions also links Engineering Practices required for the chapter completion to each individual Section of the chapter.

If you have questions or find errors in this document, please email Alex Hartley at [email protected]. Thank you!

4A Framework for K-12 Science Education, National Research Council


An example section page

You will find tables at the end of the document that show the alignment by Performance Expectation and by Active Physics Chapter.


HS-PS1 Matter and Its Interactions

HS-PS1-8


HS-PS1 Matter and Its Interactions

HS-PS1-8 Lead Page

*Performance expectations 1-1 through 1-7 and are covered in Active Chemistry, not Active Physics. **In the charts below, PE stands for Performance Expectation. ***All of the information on this page came from the Next Generation Science Standards.

HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.]

PE Science and Engineering Practices Crosscutting Concepts

HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

1. Asking Questions and Defining Problems 1. Patterns

2. Developing and Using Models 2. Cause and effect: Mechanism and explanation

3. Planning and Carrying Out Investigations 3. Scale, Proportion, and Quantity

4. Analyzing and Interpreting Data 4. Systems and System Models

5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles and Conservation

6. Constructing Explanations and Designing Solutions 6. Structure and Function

7. Engaging in Argument from Evidence 7. Stability and Change

8. Obtaining, Evaluating and Communicating Information


Active Physics Chapter Ch 8 – Atoms on Display Section S7 – Radioactive Decay Description Students investigate the statistical properties of randomly tossing marked

cubes. They then relate these results to the statistics of radioactive decay. The concept of half-life is introduced as a clock for measuring radioactive decay. Students are then introduced to complete nuclear equations for alpha, beta and gamma decays.












Active Physics Chapter Ch 8 – Atoms on Display Section S8 – Energy Stored in the Nucleus Description Students are introduced to Einstein’s famous equation E = mc2 and use it to

calculate the neergy liberated by the conversion of mass to energy. After calculating the mass defect of the nucleus, the equation is used to claculate nuclear binding energies.












Active Physics Chapter Chapter 8 – Atoms on Display

Section Section 9 – Nuclear Fission and Fusion: Breaking Up Is Hard to Do

Description Students start by calculating the nuclear binding energy of various elements and then graph the binding energy per nucleon versus the element’s atomic number. Students explore nuclear fission and fusion reactions. How a fission chain reaction works is also studied.

Science and Engineering Practices Crosscutting Concepts







6. Constructing Explanations and Designing Solutions

6. Structure and Function




HS-PS2 Motion and Stability: Forces and Interactions

HS-PS2-1



HS-PS2-1 Lead Page

*All of the information on this page came from the Next Generation Science Standards.

HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]


HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.










Active Physics Chapter Ch 2 – Physics in Action Section S3 – Newton’s second law: push or pull Description Students calibrate and use a simple force meter to explore the variables

involved in the acceleration of an object. They then connect their observations and data to a study of Newton’s second law of motion.




2. Developing and Using Models 2. Cause and Effect: Mechanism and explanation








Active Physics Chapter Ch 3 – Safety Section S4 – Newton’s second law of motion: the rear-end collision Description Students explore the effects of rear-end collisions on passengers, focusing

on whiplash. They use Newton’s laws to describe how whiplash occurs. They also describe, analyze and explain situations involving collisions using Newton’s first and second laws.












Active Physics Chapter Ch 4 – Thrills and Chills Section S6 – Forces acting during acceleration: apparent weight on a roller

coaster Description Students use a spring scale to investigate the net force required for an object

to travel upward and downward, first for a constant velocity, then for upward and downward acceleration. Newton’s second law for net forces is used to analyze a free-body diagram for objects undergoing accelerations. The apparent weight change in an elevator is related to its acceleration and the acting net force. Why the force of gravity accelerates all objects at the same rate is discussed.












Chapter in Active Physics Ch 9 – Sports on the Moon Section S3 – Mass, weight and gravity Description Using a simulation that allows for the comparison of mass and weight

between Earth and the Moon, students investigate the ratio of gravity on Earth to that on the Moon. After determining that an object’s inertia does not change, the forces needed to overcome weight and inertia on the Moon are discussed.













HS-PS2-2


HS-PS2: Motion and Stability: Forces and Interactions

HS-PS2-2 Lead Page

*All of the information on this page came from the Next Generation Science Standards. HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]


HS-PS2-2. Use mathematical representa-tions to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.










Chapter in Active Physics Ch 3 – Safety Section S5 – Momentum: Concentrating on Collisions Description After observing various collisions, students are introduced to the concept

of momentum. Through measurements taken during various collisions, they determine the mass of a cart. Students then calculate and consider the momentum of various objects.


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.










Chapter in Active Physics Ch 3 – Safety Section S6 – Conservation of Momentum Description Students investigate the law of conservations of momentum by measuring

the masses and velocities of objects before and after collisions. Students then analyze various collisions by applying the law of conservation of momentum.


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.











HS-PS2-3



HS-PS2-3 Lead Page

*All of the information on this page came from the Next Generation Science Standards. HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]


HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.










Chapter in Active Physics Ch 3 – Safety Section S7 – Impulses and changes in momentum – crumple zone Description Students design a device on the outside of a cart to absorb energy during

a collision to assist in reducing the net force acting on passengers inside the vehicle. Students use probes to measure the velocity of the vehicle and the force acting on the vehicle during impact, and then describe the relationship between impulse (FΔT) and change in momentum (ΔV).

PE Science and Engineering Practices Crosscutting Concepts HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.










Chapter in Active Physics Ch 9 – Sports on the Moon Section S6 – Momentum and Gravity – Golf on the Moon Description Using a variety of balls, students measure the height after each bounce

when dropped and when projected by a collision. They use this data to infer a golfball’s speed when hit on Earth and on the Moon. The interaction of different golf balls with varying degrees of mass is also investigated.


HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.





5. Using Mathematics and Computational Thinking

5. Energy and Matter: Flows, Cycles and Conservation







HS-PS2-4



HS-PS2-4 Lead Page

*All of the information on this page came from the Next Generation Science Standards. HS-PS2-4 Use mathematical representations of Newton’s First Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.]


HS-PS2-4 Use mathematical representations of Newton’s First Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.











Chapter in Active Physics Ch 4 – Thrills and Chills Section S4 – Newton’s Law of Universal Gravitation: the ups and downs of

roller coasters Description Students investigate how the force of gravity varies with distance from the

center of Earth using data for the acceleration due to gravity at various points. Using a graph, they determine the inverse square relationship between gravitational force and distance. The shape of Earth’s gravitational field is noted. Newton’s derivation of the gravitational force and the shape of the celestial orbits are discussed.



1. Asking Questions and Defining Problems

1. Patterns


3. Planning and Carrying Out Investigations

3. Scale, Proportion, and Quantity









Chapter in Active Physics Ch 8 – Atoms on Display Section S1 – Static electricity and Coulomb’s Law – opposites attract Description Using transparent cellophane tape, students investigate the static

electricity of charged objects. Inductive electric forces are explored and the students read about conservation of charge and Coulomb’s law to prepare them to understand the forces holding an atom together.














Chapter in Active Physics Ch 9 – Sports on the Moon Section S3 – Mass, weight and gravity Description Using a simulation that allows for the comparison of mass and weight

between Earth and the Moon, students investigate the ratio of gravity on Earth to that on the Moon. After determining that an object’s inertia does not change, the forces needed to overcome weight and inertia on the Moon are discussed.















HS-PS2-5



HS-PS2-5 Lead Page


HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]


HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.











Chapter in Active Physics Ch 7 – Toys for Understandings Section S1 – The Electricity and Magnetism Connection Description Students explore the forces of magnetic attraction and repulsion as well as

the properties of ferrous materials. They then plot the magnetic field of a bar magnet using a compass and iron filings. Students investigate the relationship between electricity and magnetism by using a compass to test for the magnetic field produced by a current-carrying wire. A method to predict the direction of the magnetic field around a current-carrying wire using the left hand is discussed.












Chapter in Active Physics Ch 7 – Toys for Understandings Section S4 – Deduce and Induce currents Description Students construct a galvanometer by using the fact that a compass can

detect the presence of a magnetic field. They will use a permanent magnet and a solenoid to create an induced current by manually alternating the motion of a magnet in a fashion similar to the process used by Faraday and Henry. Using the galvanometer to detect the induced current, they will explore the need for relative motion between magnetic fields and wires.












Chapter in Active Physics Ch 7 – Toys for Understandings Section S6 – Electromagnetic Spectrum – Maxwell’s Great Synthesis Description Students start by classifying groups as a way to identify patterns. The

students look at the relationships between electricity and magnetism they have studied and try to find a pattern. A discussion of the pattern discovered by Maxwell and his discovery that all electromagnetic waves travel at the speed of light is discussed. Several experiments that attempted to calculate the speed of light are also discussed. The students conclude by reading about the electromagnetic spectrum.












HS-PS3: Energy

HS-PS3-1


HS-PS3: Energy

HS-PS3-1 Lead Page

*All of the information on this page came from the Next Generation Science Standards. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.]


HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.










Chapter in Active Physics Chapter 2 – Physics in Action

Section Section 9 – Conservation of Energy: Defy Gravity

Description Students learn to measure hang time and analyze vertical jumps of athletes using slow-motion videos. This introduces the concept that work when jumping is force applied against gravity.














Chapter in Active Physics Chapter 3 – Safety

Section Section 3 – Energy and Work: Why Air Bags?

Description Students investigate and observe how spreading the force of an impact over a greater distance reduces the amount of damage done to an egg during a collision. They describe and explain their observations using the work-energy theorem.














Chapter in Active Physics Chapter 4 – Thrills and Chills

Section Section 2 – Gravitational Potential Energy and Kinetic Energy: What Goes Up and What Comes Down

Description Students discover what determines the speed of a ball as it rolls on an incline. This result is compared with the velocity of a pendulum swinging from different heights by graphing velocity squared versus height. Gravitational potential energy and kinetic energy are used to describe the similarity of results. Conservation of energy is explored in the transformation of energy forms.














Chapter in Active Physics Chapter 4 – Thrills and Chills

Section Section 3: Spring Potential Energy: More Energy

Description Students use a spring “pop-up” toy to investigate spring potential energy stored in a compressed spring. Using the concepts of kinetic and gravitational potential energy, they explore the law of conservation of mechanical energy that includes the energy stored when springs are compressed or stretched.














Active Physics Chapter Chapter 6 – Electricity for Everyone

Section Section 8 – Energy Consumption: Cold Shower

Description Electricity used by water heaters is the focus of the activity, which also reinforces the concepts of energy transfer. Students investigate the amount of energy in joules needed to raise the temperature of water and then calculate the efficiency of different water heaters. They also consider alternate solutions to the expectation of hot water in a home.














Chapter in Active Physics Chapter 8 – Atoms on Display

Section Section 8 – Energy Stored Within the Nucleus

Description Students are introduced to Einstein’s famous equation E=mc2 and use it to calculate the energy liberated by the conversion of mass to energy. After calculating the mass defect of the nucleus, the equation is used to calculate nuclear binding energies.















Section Section 9 – Nuclear Fission and Fusion: Breaking Up Is Hard to Do

Description Students start by calculating the nuclear binding energy of various elements and then graph the binding energy per nucleon versus the element’s atomic number. Students also explore fission and fusion reactions. How a fission chain reaction works is also studied.














Chapter in Active Physics Chapter 9 – Sports on the Moon

Section Section 5 – Gravity, Work, and Energy: Jumping on the Moon

Description Students measure vertical distances when jumping and then analyze their motion in terms of work and conservation of energy. Applying what they know about gravity on the Moon, they predict vertical distances they could jump on the Moon.














HS-PS3: Energy

HS-PS3-2


HS-PS3: Energy

HS-PS3-2 Lead Page

*All of the information on this page came from the Next Generation Science Standards. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.]


HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).


2. Developing and Using Models 2. Cause and Effect

3. Planning and Carrying Out Investigations 3. Scale Proportion and Quantity









Chapter in Active Physics Chapter 2 – Physics in Action

Section Section 8 – Potential and Kinetic Energy: Energy in the Pole Vault

Description Students use a penny launched from a ruler to model motion during the pole vault. They connect their observations to the concept of energy conservation.














Chapter in Active Physics Chapter 6 – Electricity for Everyone

Section Section 7 – Laws of Thermodynamics: Too Hot, Too Cold, Just Right Description Students investigate the laws of heat transfer by mixing hot and cold water in

different proportions. The concept of specific heat is developed as the students use hot metal to warm cold water. Conservation of energy is then discussed as the students calculate energy transfers between various materials. The difference between heat and temperature is emphasized while the laws of thermodynamics and entropy are discussed.















Section Section 4 – Hydrogen Spectra and Bohr’s Model of the Hydrogen Atom

Description Students investigate spectral lines using a spectrometer to measure the wavelengths of light emitted by three gases. The unique spectra of atoms are discussed and the students then learn about the Bohr model of the atom. Using this model, they calculate the wavelengths of light emitted as electrons jump from one quantized orbit to another. The discovery of helium from its spectrum is discussed. In the Active Physics Plus, the formula for the energy of a photon is also discussed.














HS-PS3: Energy

HS-PS3-3


HS-PS3: Energy

HS-PS3-3 Lead Page


Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]


HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*








8. Obtaining, Evaluating and Communicating Information *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.




Active Physics Chapter Chapter 4 – Thrills and Chills

Section Section 10 – Safety Is Required but Thrills Are Desired

Description Students investigate parameters that determine what limits are placed on their design. Students calculate centripetal force, apparent weight, normal force, and the net force acting on the roller coaster cars at various points to determine the forces acting on the coaster car.















Section Section 8 – Energy Consumption: Cold Shower

Description Electricity used by water heaters is the focus of this activity, which also reinforces concepts of energy transfer. Students investigate the amount of energy in joules needed to raise the temperature of water, and then calculate the efficiency of different water heaters. They also consider alternate solutions to the expectation of hot water in a home.















Section Section 9 – Comparing Energy Consumption: More for Your Money

Description Students conduct an experiment in which they determine and compare the power consumption and efficiency of three systems that could be used to heat water. They apply collected data to confirm their response to the challenge in which they recommend appliances for the universal home. Methods of heat transfer are discussed, including convection, conduction, and radiation.














Chapter in Active Physics Chapter 7 – Toys for Understanding

Section Section 3 – Building and Electric Motor

Description Students construct and operate a DC motor. They also read about how a DC motor works, and how a commutator is necessary to operate a DC motor.














Chapter in Active Physics Chapter 7 – Toys for Understanding

Section Section 4 – Detect and Induce Currents

Description Students construct a galvanometer by using the fact that a compass can detect the presence of a magnetic field. They will use a permanent magnet and a solenoid to create an induced current by manually alternating the motion of a magnet in a fashion similar to the process used by Faraday and Henry. Using the galvanometer to detect the induced current, they will explore the need for relative motion between magnetic fields and wires.














HS-PS3: Energy

HS-PS3-4


HS-PS3: Energy

HS-PS3-4 Lead Page

*All of the information on this page came from the Next Generation Science Standards. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.]

















Section Section 7 – Laws of Thermodynamics: Too Hot, Too Cold, Just Right

Description Students investigate the laws of heat transfer by mixing hot and cold water in different proportions. The concept of specific heat is developed as the students use hot metal to warm cold water. Conservation of energy is then discussed as the students calculate energy transfers between various materials. The difference between heat and temperature is emphasized while the laws of thermodynamics and entropy are discussed.

PE Science and Engineering Practices Crosscutting Concepts HS-PS3-4 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).












HS-PS3: Energy

HS-PS3-5


HS-PS3: Energy

HS-PS3-5

Lead Page

*All of the information on this page came from the Next Generation Science Standards. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.]


HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.














Active Physics Chapter Chapter 7: Toys for Understanding

Section Section 1: The Electricity and Magnetism Connection

Description Students explore the forces of magnetic attraction and repulsion as well as the magnetic properties of ferrous materials. They then plot the magnetic field of a bar magnet using a compass and iron filings. Students investigate the relationship between electricity and magnetism by using a compass to test for the magnetic field produced by a current-carrying wire. A method to predict the direction of the magnetic field around a current-carrying wire using the left hand is discussed.
















Section Section 1 – Static Electricity and Coulomb’s Law: Opposites Attract

Description Using transparent cellophane tape, students investigate the static electricity of charged objects. Inductive electric forces are explored and the students read about conservation of charge and Coulomb’s law to prepare them to understand the forces holding an atom together.














HS-PS4: Waves and Their Applications in Technologies for Information Transfer

HS-PS4-1



HS-PS4-1 Lead Page

*All of the information on this page came from the Next Generation Science Standards. HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [

Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]


HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.










Chapter in Active Physics Ch 5 – Let Us Entertain You Section S1 – Sounds in Vibrating Strings Description To connect vibrations to sound, the students observe the vibration of a

plucked string and investigate how the pitch varies with the length of the string. They then explore how the tension of the string affects the vibration rate and the pitch.


























Chapter in Active Physics Ch 5 – Let Us Entertain You Section S2 – Making Waves Description By making waves with coiled springs, students observe transverse and

longitudinal waves, periodic wave pulses, and standing waves. The students investigate the relationship between wave speed and amplitude, the effect of a medium on wave speed, and when waves meet, wave addition (or the principle of superposition). Using standing waves, the students develop the relationship between wave speed, frequency and velocity.


Chapter in Active Physics Ch 5 – Let Us Entertain You Section S3 – Sounds in Strings Revisited Description Students return to vibrating strings, interpreting what they observed in

Section 1 in terms of standing waves wavelength, and the frequency of a vibrating string. The students ten apply the wave equation to human motion, where speed equals stride length times frequency.














Active Physics Chapter Ch 5 – Let Us Entertain You Section S4 – Sounds from Vibrating Air Description Drinking straws and test tubes partially filled with water are used to model

wind instruments that use columns of vibrating air to produce sounds. The students investigate the relationship of pitch to length of the vibrating column of air in longitudinal waves. Diffraction of waves is investigated as a method to transmit sound from the vibrating air column to its surroundings.















HS-PS4-2



HS-PS4-2 Lead Page

*All of the information on this page came from the Next Generation Science Standards. HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]


HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information.











*The third edition of Active Physics does not have this content. We are working on developing activities that cover it.


HS-PS4: Waves and Their Applications in

Technologies for Information Transfer

HS-PS4-3



HS-PS4-3 Lead Page

*All of the information on this page came from the Next Generation Science Standards. HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. [Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.]


HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.











Active Physics Chapter Ch 7 – Toys for Understanding Section S6 – Electromagnetic Spectrum: Maxwell’s Great Synthesis Description Students start by classifying groups as a way to identify patterns. The

students look at the relationships between electricity and magnetism they have studied and try to find a pattern. A discussion of the pattern discovered by Maxwell and his discovery that all electromagnetic waves travel at the speed of light is discussed. Several experiments that attempted to calculate the speed of light are also discussed. The students conclude by reading about the electromagnetic spectrum.














Chapter in Active Physics Ch 8 – Atoms on Display Section S5 – Wave-Particle Duality of Light: Two models are better than

one! Description The wave and particle nature of light is explored by investigating

two-slit interference and the photoelectric effect. By drawing an analogy to standing waves on a string, a new interpretation of the Bohr orbit as standing waves of electrons is introduced, with a nonmathematical introduction of the Schrodinger wave equation. The dual wave and particle nature of the electrons is also discussed.















HS-PS4-4



HS-PS4-4 Lead Page

*All of the information on this page came from the Next Generation Science Standards. HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.]


HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.









*The third edition of Active Physics does not include this content. We are working on developing activities that cover it.


HS-PS4: Waves and Their Applications in

Technologies for Information Transfer

HS-PS4-5


HS-PS4 Waves and Their Applications in Technologies for Information Transfer

HS-PS-4-5 Lead Page


HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]


HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.*










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

**The third edition of Active Physics does not include this content. We are working on developing activities that cover it.


Table of Alignment by Performance Expectation

Matter and Its Interactions Active Physics Alignment Performance Expectation Chapter Section

1-8 8 7 1-8 8 8 1-8 8 9

Motion and Stability: Forces and Interactions Active Physics Alignment

2-1 2 3 2-1 3 4 2-1 4 6 2-1 9 3 2-2 3 5 2-2 3 6 2-3 3 7 2-3 9 6 2-4 4 4 2-4 8 1 2-4 9 3 2-5 7 1 2-5 7 4 2-5 7 6

Energy Active Physics Alignment

3-1 2 9 3-1 3 3 3-1 4 2 3-1 4 3 3-1 6 8 3-1 8 8 3-1 8 9 3-1 9 5 3-2 2 8 3-2 6 7 3-2 8 4 3-3 4 10 3-3 6 8 3-3 6 9


3-3 7 3 3-3 7 4 3-4 6 7 3-5 4 9 3-5 7 1 3-5 8 1

HS-PS4 Waves and Their Applications in Technologies for Information Transfer Active Physics Alignment

4-1 5 1 4-1 5 2 4-1 5 3 4-1 5 4 4-3 7 6 4-3 8 5


Table of Alignment by Chapter

Active Physics chapter

Active Physics Section

Performance Expectation

2 3 2-1 2 8 3-2 2 9 3-1

3 3 3-1 3 4 2-1 3 5 2-2 3 6 2-2 3 7 2-3

4 2 3-1 4 3 3-1 4 4 2-4 4 6 2-1 4 9 3-5 4 10 3-3

5 1 4-1 5 2 4-1 5 3 4-1 5 4 4-1

6 7 3-2 6 7 3-4 6 8 3-1 6 8 3-3 6 9 3-3

7 1 2-5 7 1 3-5 7 3 3-3 7 4 2-5 7 4 3-3 7 6 2-5 7 6 4-3

8 1 2-4 8 1 3-5 8 4 3-2


8 5 4-3 8 7 1-8 8 8 1-8 8 8 3-1 8 9 1-8 8 9 3-1

9 3 2-1 9 3 2-4 9 5 3-1 9 6 2-3

If you have questions or find errors in this document, please email Alex Hartley at [email protected]. Thank you!