HS-PS2-3   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

PS2.A: Forces and Motion

ETS1.A: Defining and Delimiting an Engineering Problem

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-level: N/A

Articulation of DCIs across grade-bands:

MS.PS2.A ; MS.PS3.C

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-PS2-3)

HS-PS2-3   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

PS2.A: Forces and Motion

ETS1.A: Defining and Delimiting an Engineering Problem

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-level: N/A

Articulation of DCIs across grade-bands:

MS.PS2.A ; MS.PS3.C

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-PS2-3)

HS-PS2-3   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

PS2.A: Forces and Motion

ETS1.A: Defining and Delimiting an Engineering Problem

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-level: N/A

Articulation of DCIs across grade-bands:

MS.PS2.A ; MS.PS3.C

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-PS2-3)

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

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
HS-PS2-3-1 Evidence Statements
Related Example Bundles
High School Conceptual Progression Model Course 1: Bundle 3
High School Domains Model Course 2: Physics: Bundle 2

How to Read the Standards

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