Difference between revisions of "HS-PS2-2"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:HS-PS2-2 {{!}} Conservation of Momentum}} | ||
| + | {{Navlinks|HS-PS2-1|HS-PS2-3|← HS-PS2-1|HS-PS2-3 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Use mathematical representations to support the claim that the total momentum of a system of objects is | | ls = Use mathematical representations to support the claim that the total momentum of a system of objects is | ||
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| cs = Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. | | cs = Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. | ||
| ab = Assessment is limited to systems of two macroscopic bodies moving in one dimension. | | ab = Assessment is limited to systems of two macroscopic bodies moving in one dimension. | ||
| + | }} | ||
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| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Collect and analyze data and 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. | ||
| + | | Level4 = 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. | ||
| + | | Level3 = Given data and/or a model, use a mathematical representation for the conservation of momentum to determine the mass and/or velocity of an object before or after an interaction between two objects when there is no net force on the system. | ||
| + | | Level2 = Given data and/or a model, use a mathematical representation to determine the total momentum, with or without direction, of a system of objects before or after an interaction when there is no net force on the system. | ||
| + | | Level1 = Given data and/or a model, use a mathematical representation for momentum to identify the mass, or the momentum (with or without direction), or the velocity/speed of an object. | ||
}} | }} | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Using Mathematics and Computational Thinking |
| − | | DCI1 = | + | * Use mathematical representations of phenomena to describe explanations. |
| − | | CC1 = | + | | DCI1 = PS2.A: Forces and Motion |
| + | * Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. | ||
| + | * If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. | ||
| + | | CC1 = Systems and System Models | ||
| + | * When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. | ||
}} | }} | ||
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| TOPIC = HS. Forces and Interactions | | TOPIC = HS. Forces and Interactions | ||
}} | }} | ||
| + | <metadesc>NYS Standard 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.</metadesc> | ||
Latest revision as of 20:31, 28 April 2025
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.
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.
Collect and analyze data and 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.
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.
Given data and/or a model, use a mathematical representation for the conservation of momentum to determine the mass and/or velocity of an object before or after an interaction between two objects when there is no net force on the system.
Given data and/or a model, use a mathematical representation to determine the total momentum, with or without direction, of a system of objects before or after an interaction when there is no net force on the system.
Given data and/or a model, use a mathematical representation for momentum to identify the mass, or the momentum (with or without direction), or the velocity/speed of an object.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS2-2.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-PS2-2 might look like on a NY state exam.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS2-2 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Using Mathematics and Computational Thinking
- Use mathematical representations of phenomena to describe explanations.
Disciplinary Core Ideas
- PS2.A: Forces and Motion
- Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object.
- If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.
Crosscutting Concepts
- Systems and System Models
- When investigating or describing a system, the boundaries and initial conditions of the system need to be defined.
Page contributors: Caroline Leonard, Conrad Richman