NGSS Active Physics Alignment by chapter updated 6/1/15

This is a draft document. If you have any questions or find errors, please let us know!
1

Next Generation Science Standards and
Active Physics Alignment
Organized by Active Physics Chapter

2

Table of Contents
NGSS…………………………………………………………..…..…..3
Alignment Between Active Physics and NGSS……………..……..4
Example Lead Page……………………………………..……….......5
Example Section Page………………………...………..……….…...6
Essential Questions in Active Physics……………..………….........6
Chapter 1……………………………….………...…………..….........8
Chapter 2……………………………….………...……..………..……9
Chapter 3….…………………………….………...…….…....…..….13
Chapter 4…………………………….………...………….……..…..19
Chapter 5…………………………….………...…………….…..…..25
Chapter 6…………………………………….………...……..…..….30
Chapter 7…………………………………….………...……..…..….37
Chapter 8…………………………….………...……..…..………….45
Chapter 9…………………………….………...……..…………..….55
Table of Alignment by Performance Expectation………………...59
Table of Alignment by Chapter………………………………….....61

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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:

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

4

• 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.
There are nine parts to this document, one for each Chapter of Active Physics. Each part
contains a Lead Page for the chapter with a table showing the alignment between those
sections of Active Physics and the NGSS. This alignment was determined by Professor Arthur
Eisenkraft, Active Physics author and former NSTA president. Within each part, you will find
tables for the alignment of the sections and NGSS. After the Lead Page for that chapter, you will
find a series of tables that describe the activity and then show which Crosscutting Concepts and
Science and Engineering Practices are utilized in that activity, listed numerically.
A second document contains the alignment listed by Disciplinary Core Idea/Performance
Expectation, rather than by chapter.

2
http://www.nextgenscience.org/three-dimensions
3
http://www.iat.com/courses/high-school-science/active-physics/?type=introduction

5

An example lead page
After that “Lead Page”, there is a page for each section listed in the table.
Each page has a table that includes the Crosscutting Concepts and Science and Engineering
Practices relevant to that section marked in red. On the left of those tables, there is a box listing
the Performance Expectation it aligns to. When a section aligns with two different Performance
Expectations, this is noted in red at the top of the page.

6

An example section page
Essential Questions in Active Physics
The Essential Questions are included on this page because they 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.

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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.
You will find tables at the end of the document that show the alignment by Performance
Expectation and by Active Physics Chapter.
If you have questions or find errors in this document, please email Alex Hartley at
alex.hartley@umb.edu. Thank you!

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

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Chapter 1: Driving the Roads
Lead Page
Chapter 1 does not directly address any of the Performance Expectations in the Next
Generation Science Standards. However, it is still a valuable (and vital) chapter to
complete with your students because it helps to build a foundation for more complex
physics content. Asking why you should teach a chapter (or section) when the content is
not in the NGSS is akin to your students asking if they need to know something even
though it won’t be on the test. (For example, the concept of velocity is not included as a
Performance Expectation in the high school Next Generation Science Standards, but
there are very few, if any, physics teachers who would say that you shouldn’t teach
velocity.)

9

Chapter 2: Physics In Action
Lead Page
Active Physics Section in Chapter 2 NGSS Performance
Expectations Addressed
Section 3 Newton’s Second Law: Pull or Push HS-PS2-1
Section 8 Potential and Kinetic Energy: Energy in the Pole Vault HS-PS3-2
Section 9 Conservation of Energy: Defy Gravity HS-PS3-1

10

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.
PE Science and Engineering Practices Crosscutting Concepts
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.
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

11

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.
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
5. Using Mathematics and Computational
Thinking
5. Energy and Matter: Flows, Cycles
and Conservation
6. Constructing Explanations and Designing
Solutions
6. Structure and Function
Information

12

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.
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.
2. Developing and Using Models 2. Cause and Effect: Mechanism and
explanation
Thinking
5. Energy and Matter: Flows, Cycles and
Conservation
Solutions
Information

13

Chapter 3: Safety
Lead Page
Section 3 Energy and Work: Why Air Bags? HS-PS3-1
Section 4 Newton’s second law of motion: the rear-end collision HS-PS2-1
Section 5 Momentum: Concentrating on Collisions HS-PS2-2
Section 6 Conservation of Momentum HS-PS2-2
Section 7 Impulses and changes in momentum – crumple zone HS-PS2-3

14

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.
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.
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
8. Obtaining, Evaluating and Communicating Information

15

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

16

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.
ca
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.
and explanation

17

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.
and explanation

18

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).
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.
and explanation

19

Chapter 4: Thrills and Chills
Lead Page
Section 2 Gravitational Potential Energy and Kinetic Energy:
What Goes Up and What Comes Down
HS-PS3-1
Section 3 Spring Potential Energy: More Energy HS-PS3-1
Section 4 Newton’s Law of Universal Gravitation: the ups and
downs of roller coasters
HS-PS2-4
Section 6 Forces acting during acceleration: apparent weight on a
roller coaster
HS-PS2-1
Section 10 Safety Is Required but Thrills Are Desired HS-PS3-3

20

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.
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.
explanation
Thinking
Conservation
Solutions
Information

21

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.
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.
explanation
Thinking
Conservation
Solutions
Information

22

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.
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.
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
Thinking
Conservation
6. Constructing Explanations and
Designing Solutions
8. Obtaining, Evaluating and
Communicating Information

23

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.
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.
and explanation
Information

24

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.
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.*
Thinking
5. Energy and Matter: Flows,
Solutions
Information

25


Chapter 5: Let Us Entertain You
Lead Page
Active Physics Section in Chapter 5 NGSS Performance Expectations Addressed
Section 1 Sounds in Vibrating Strings HS-PS4-1
Section 2 Making Waves HS-PS4-1
Section 3 Sounds in Strings Revisited HS-PS4-1
Section 4 Sounds from Vibrating Air HS-PS4-1

26


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.
HS-PS4-1. Use
mathematical
representations to
support a claim
regarding
relationships among
the frequency,
wavelength, and
speed of waves
traveling in various
media.
3. Planning and Carrying Out Investigations 3. Scale Proportion and
Quantity
4. Analyzing and Interpreting Data 4. Systems and System
Models
Thinking
Solutions
Information

27


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

28


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

29


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-PS4-1. Use
mathematical
representations to
support a claim
regarding
relationships among
the frequency,
wavelength, and
speed of waves
media.
Thinking
Solutions
Information

30


Chapter 6: Electricity for Everyone
Lead Page
Active Physics Section in Chapter 6
NGSS Performance Expectations
Addressed
Section 7 Laws of Thermodynamics: Too Hot, Too Cold,
Just Right
HS-PS3-2
HS-PS3-4
Section 8 Energy Consumption: Cold Shower HS-PS3-1
HS-PS3-3
Section 9 Comparing Energy Consumption: More for
Your Money
HS-PS3-3

31


This section aligns with two Performance Expectations: HS-PS3-2 and
HS-PS3-4.
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.
Science and Engineering Practices Crosscutting Concepts
HS-PS3-2
(see
below)
HS-PS3-4
(see
below)
5. Using Mathematics and Computational Thinking 5. Energy and Matter: Flows, Cycles
and Conservation
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).
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).

32


33


HS-PS3-3.
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.
HS-PS3-1 (see
below)
HS-PS3-3 (see
below)
and explanation
3. Planning and Carrying Out Investigations 3. Scale, Proportion, and
Quantity
Information

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.
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.*

34


35


Chapter in Active Physics Chapter 6 – Electricity for Everyone
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.
HS-PS3-3
Design, build, and
works within given
constraints to
convert one form of
energy into another
form of energy.*
Thinking
Solutions
Information

36


Chapter 7: Toys for Understanding
Lead Page
NGSS Performance Expectations
Addressed
Section 1 The Electricity and Magnetism Connection HS-PS2-5
HS-PS3-5
Section 3 Building and Electric Motor HS-PS3-3
Section 4 Deduce and Induce currents HS-PS2-5
HS-PS3-3
Section 6 Electromagnetic Spectrum – Maxwell’s Great
Synthesis
HS-PS2-5
HS-PS4-3

37


HS-PS3-5.

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.
HS-PS2-5 (see
below)
HS-PS3-5 (see
below)
and explanation
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.
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.

38


39


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.
HS-PS3-3
Design, build, and
works within given
constraints to convert
one form of energy
into another form of
energy.*
Thinking
Solutions

40


HS-PS3-3.
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.
HS-PS2-5 (see
below)
HS-PS3-3 (see
below)
and explanation
HS-PS2-5
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.*

41


42


HS-PS4-3.
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-PS2-5 (see
below)
HS-PS4-3 (see
below)
and explanation
HS-PS2-5
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.

43


44


Chapter 8: Atoms on Display
Lead Page
NGSS Performance
Section 1 Static Electricity and Coulomb’s Law: Opposites Attract HS-PS2-4
HS-PS3-5
Section 4 Hydrogen Spectra and Bohr’s Model of the Hydrogen
Atom
HS-PS3-2
Section 5 Wave-Particle Duality of Light: Two models are better
than one!
HS-PS4-3
Section 7 Radioactive Decay HS-PS1-8
Section 8 Energy Stored in the Nucleus HS-PS1-8
HS-PS3-1
Section 9 Nuclear Fission and Fusion: Breaking Up Is Hard to Do HS-PS1-8
HS-PS3-1

45


HS-PS3-5.
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.
HS-PS2-4 (see
below)
HS-PS3-5 (see
below)
explanation
Thinking
Conservation
Solutions
Information
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.
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.

46


47


Chapter in Active Physics Chapter 8 – Atoms on Display
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-PS3-2
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).
Thinking
5. Energy and Matter: Flows, Cycles
and Conservation
Solutions
Information

48


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-PS4-3. 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.
Thinking
Solutions

49


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.
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.
and explanation
Information

50


HS-PS3-1.
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=mc
2
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.
HS-PS1-8 (see
below)
HS-PS3-1 (see
below)
explanation
Thinking
Conservation
Solutions
Information
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.
HS-PS3-1

51


52


HS-PS3-1.
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
HS-PS1-8 (see
below)
HS-PS3-1 (see
below)
and explanation
Solutions
Information
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.
HS-PS3-1

53


54


Chapter 9: Sports on the Moon
Lead Page
Section 3 Mass, weight and gravity HS-PS2-1
HS-PS2-4
Section 5 Gravity, Work, and Energy: Jumping on the Moon HS-PS3-1
Section 6 Momentum and Gravity – Golf on the Moon HS-PS2-3

55


HS-PS2-4.

HS-PS2-1 (see
below)
HS-PS2-4 (see
below)
and explanation
Information
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.
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 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.

56


57


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-PS3-1 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.
explanation
Thinking
Conservation
Solutions
Information

58


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.
explanation
Thinking
Conservation
Solutions
Information

59


Table of Alignment by Performance Expectation
Performance Expectation Chapter Section
PS1: Matter and Its Interactions Active Physics Alignment
1-8 8 7
1-8 8 8
1-8 8 9
PS2: Motion and Stability: Forces and Interactions
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
PS3: Energy
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 7 1

60


3-5 8 1
PS4: Waves and Their Applications in Technologies for Information Transfer
4-1 5 1
4-1 5 2
4-1 5 3
4-1 5 4
4-3 7 6
4-3 8 5

61


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 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

62


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
alex.hartley@umb.edu. Thank you!

NGSS Active Physics Alignment by chapter updated 6/1/15

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