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Science and Technology/Engineering > Grade High School > Physics
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Science and Technology/Engineering | Grade : High School

Discipline - Physics

Core Idea - Motion and Stability: Forces and Interactions

[HS.PHY.2.1] - Analyze data to support the claim that Newton’s second law of motion is a mathematical model describing change in motion (the acceleration) of objects when acted on by a net force. Clarification Statements: 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, and a moving object being pulled by a constant force. Forces can include contact forces, including friction, and forces acting at a distance, such as gravity and magnetic forces. State Assessment Boundary: Variable forces are not expected in state assessment.

Resources:

Predecessor Standards:

  • 7.PS.3.1
    Construct and interpret data and graphs to describe the relationships among kinetic energy, mass, and speed of an object. Clarification Statements: Examples could include riding a bicycle at different speeds and rolling different-sized rocks downhill. Consider relationships between kinetic energy vs. mass and kinetic energy vs. speed separate from each other; emphasis is on the difference between the linear and exponential relationships. State Assessment Boundary: Calculation or manipulation of the formula for kinetic energy is not expected in state assessment.
  • 8.PS.2.2
    Provide evidence that the change in an object’s speed depends on the sum of the forces on the object (the net force) and the mass of the object. Clarification Statement: Emphasis is on balanced (Newton’s first law) and unbalanced forces in a system, qualitative comparisons of forces, mass, and changes in speed (Newton’s second law) in one dimension. State Assessment Boundaries: State assessment will be limited to forces and changes in motion in one dimension in an inertial reference frame and to change in one variable at a time. The use of trigonometry is not expected in state assessment.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • WCA.9-10.2
    Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  • AI.N-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.*
  • AI.N-Q.A.2
    Define appropriate quantities for the purpose of descriptive modeling.*
  • AI.N-Q.A.3
    Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*
  • AI.A-SSE.A.1
    Interpret expressions that represent a quantity in terms of its context.*
  • AI.A-SSE.B.3
    Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
  • AI.A-CED.A.1
    Create equations and inequalities in one variable and use them to solve problems. (Include equations arising from linear, quadratic, and exponential functions with integer exponents.)*
  • AI.A-CED.A.2
    Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.*
  • AI.A-CED.A.4
    Rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations (Properties of equality).* For example, rearrange Ohm’s law R=V2/P to solve for voltage, V. Manipulate variables in formulas used in financial contexts such as for simple interest, I=Prt.
  • AI.A-REI.B.3.a
    Solve linear equations and inequalities in one variable involving absolute value.
  • AI.F-IF.C.7
    Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*
  • AI.F-LE.A.1.b
    Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.*
  • AI.F-LE.A.1.c
    Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.*
  • AI.S-ID.A.1
    Represent data with plots on the real number line (dot plots, histograms, and box plots).*
  • HS.PHY.2.2
    Use mathematical representations to show that the total momentum of a system of interacting objects is conserved when there is no net force on the system. Clarification Statement: Emphasis is on the qualitative meaning of the conservation of momentum and the quantitative understanding of the conservation of linear momentum in interactions involving elastic and inelastic collisions between two objects in one dimension.