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  • High School

    Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

Performance Expectations

  1. 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

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

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

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  • This reference is a series of assessment items that require that the students think through momentum conceptually, analyze graphs related to impulse and momentum, and work through calculations using momentum and impulse. There are energy and momentum ...

  • There are several tutorials on the page for this link. This review is under the subheading "Momentum and Energy." It is a small group tutorial that leads students through the construction of an understanding of the concept of momentum and its conserv ...

  • In this interactive simulation the learner can manipulate the masses, initial velocities, and elasticity of two colliding balls. The model displays several quantities before, during, and after the collision including velocities, momentum, center of m ...

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Planning Curriculum gives connections to other areas of study for easier curriculum creation.