HS-PS2 Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

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 sliding 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-PS2-2.	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-PS2-3.	Apply science 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-PS2-4.	Use mathematical representations of Newton’s 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-PS2-5.	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-PS2-6.	Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Theories and laws provide explanations in science. (HS-PS2-1),(HS-PS2-4)
Laws are statements or descriptions of the relationships among observable phenomena. (HS-PS2-1),(HS-PS2-4)

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (secondary to HS-PS2-6)

PS3.A: Definitions of Energy

“Electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5)

ETS1.A: Defining and Delimiting an Engineering Problem

Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3)

ETS1.C: Optimizing the Design Solution

Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS2-3)

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS2-4)

Systems and System Models

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. (HS-PS2-2)

Structure and Function

Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (HS-PS2-6)

Connections to other DCIs in this grade-level:

HS.PS3.A (HS-PS2-4),(HS-PS2-5); HS.PS3.C (HS-PS2-1); HS.PS4.B (HS-PS2-5); HS.ESS1.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-4); HS.ESS1.B (HS-PS2-4); HS.ESS1.C (HS-PS2-1),(HS-PS2-2),(HS-PS2-4);HS.ESS2.A (HS-PS2-5); HS.ESS2.C (HS-PS2-1),(HS-PS2-4); HS.ESS3.A (HS-PS2-4),(HS-PS2-5)

Articulation of DCIs across grade-bands:

MS.PS1.A (HS-PS2-6); MS.PS2.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.PS2.B (HS-PS2-4),(HS-PS2-5),(HS-PS2-6); MS.PS3.C (HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.ESS1.B (HS-PS2-4),(HS-PS2-5)

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1),(HS-PS2-6)
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1)
WHST.11-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS2-6)
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-PS2-3),(HS-PS2-5)
WHST.11-12.8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5)
WHST.11-12.9	Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1),(HS-PS2-5)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
MP.4	Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
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-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)
HSA.SSE.A.1	Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1),(HS-PS2-4)
HSA.SSE.B.3	Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1),(HS-PS2-4)
HSA.CED.A.1	Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1),(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-PS2-1),(HS-PS2-2)
HSA.CED.A.4	Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),(HS-PS2-2)
HSF-IF.C.7	Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. (HS-PS2-1)
HSS-IS.A.1	Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)

Students who demonstrate understanding can:

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 sliding 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-PS2-2.	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-PS2-3.	Apply science 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-PS2-4.	Use mathematical representations of Newton’s 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-PS2-5.	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-PS2-6.	Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS2-5)

Analyzing and Interpreting Data

Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS2-1)

Using Mathematics and Computational Thinking

Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4)

Constructing Explanations and Designing Solutions

Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3)

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.

Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Theories and laws provide explanations in science. (HS-PS2-1),(HS-PS2-4)
Laws are statements or descriptions of the relationships among observable phenomena. (HS-PS2-1),(HS-PS2-4)

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (secondary to HS-PS2-6)

PS2.A: Forces and Motion

PS2.B: Types of Interactions

PS3.A: Definitions of Energy

“Electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5)

ETS1.A: Defining and Delimiting an Engineering Problem

Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3)

ETS1.C: Optimizing the Design Solution

Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS2-3)

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS2-4)

Cause and Effect

Systems and System Models

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. (HS-PS2-2)

Structure and Function

Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (HS-PS2-6)

Connections to other DCIs in this grade-level:

Articulation of DCIs across grade-bands:

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1),(HS-PS2-6)
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1)
WHST.11-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS2-6)
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-PS2-3),(HS-PS2-5)
WHST.11-12.8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5)
WHST.11-12.9	Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1),(HS-PS2-5)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
MP.4	Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
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-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)
HSA.SSE.A.1	Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1),(HS-PS2-4)
HSA.SSE.B.3	Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1),(HS-PS2-4)
HSA.CED.A.1	Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1),(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-PS2-1),(HS-PS2-2)
HSA.CED.A.4	Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),(HS-PS2-2)
HSF-IF.C.7	Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. (HS-PS2-1)
HSS-IS.A.1	Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)

Students who demonstrate understanding can:

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 sliding 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-PS2-2.	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-PS2-3.	Apply science 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-PS2-4.	Use mathematical representations of Newton’s 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-PS2-5.	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-PS2-6.	Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS2-5)

Analyzing and Interpreting Data

Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS2-1)

Using Mathematics and Computational Thinking

Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4)

Constructing Explanations and Designing Solutions

Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3)

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.

Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Theories and laws provide explanations in science. (HS-PS2-1),(HS-PS2-4)
Laws are statements or descriptions of the relationships among observable phenomena. (HS-PS2-1),(HS-PS2-4)

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (secondary to HS-PS2-6)

PS2.A: Forces and Motion

PS2.B: Types of Interactions

PS3.A: Definitions of Energy

“Electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5)

ETS1.A: Defining and Delimiting an Engineering Problem

Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3)

ETS1.C: Optimizing the Design Solution

Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS2-3)

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS2-4)

Cause and Effect

Systems and System Models

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. (HS-PS2-2)

Structure and Function

Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (HS-PS2-6)

Connections to other DCIs in this grade-level:

Articulation of DCIs across grade-bands:

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1),(HS-PS2-6)
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1)
WHST.11-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS2-6)
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-PS2-3),(HS-PS2-5)
WHST.11-12.8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5)
WHST.11-12.9	Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1),(HS-PS2-5)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
MP.4	Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
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-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5),(HS-PS2-6)
HSA.SSE.A.1	Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1),(HS-PS2-4)
HSA.SSE.B.3	Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1),(HS-PS2-4)
HSA.CED.A.1	Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1),(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-PS2-1),(HS-PS2-2)
HSA.CED.A.4	Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),(HS-PS2-2)
HSF-IF.C.7	Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. (HS-PS2-1)
HSS-IS.A.1	Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)

Science and Engineering Practices

Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Disciplinary Core Ideas

Crosscutting Concepts

Science and Engineering Practices

Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Disciplinary Core Ideas

Crosscutting Concepts

Science and Engineering Practices

Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Disciplinary Core Ideas

Crosscutting Concepts

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