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NGSS High School Physics Domain Model
Motion and Stability: Forces and Interactions

HS-PS2-1: Students will be able to 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
o PS2.A: Newton’s second law accurately predicts changes in the motion of
macroscopic objects.
 Conceptual Physics : Motion and Forces
Subject: Physics
Chapter 4
Section
Unit/Topic/Lesson
Curriculum Map
Linear Motion
 Speed
 Velocity
 Acceleration
Objectives (Students will be able to…)
Describe how the motion is a description of how fast an object is moving
Describe that motion of an object by its position, speed, direction and acceleration.
Subject: Physics
Chapter 4
Section
Curriculum Map
Unit/Topic/Lesson
Free-Fall
 Gravity
 Describe freely falling objects
Objectives (Students will be able to…)
Explain the relationship between how fast and how far an object falls.
Determine the time an object falls in free-fall
Calculate the distance an speed of an object in free-fall
Subject: Physics
Chapter 4
Section
Curriculum Map
Unit/Topic/Lesson
Graphing Motion
 Speed vs. Time Graph
 Distance vs. Time Graph
Objectives (Students will be able to…)
Interpret and construct motion graphs.
Explain on a speed vs. time graph the slope represents the acceleration
Explain on a distance vs. time graph the slope represents speed
Subject: Physics
Chapter 6
Section
Unit/Topic/Lesson
Curriculum Map
Changes in Motion
 Force
 Force Diagrams
Objectives (Students will be able to…)
Describe how force affects the motion of an object
Interpret and construct free-body diagrams
Subject: Physics
Chapter 2
Section
Curriculum Map
Unit/Topic/Lesson
Newton’s First Law
 Inertia
 Equilibrium
Objectives (Students will be able to…)
Explain the relationship between the motion of an object and the net external force acting on the
object
Determine the net external force on an object
Calculate the force required to bring an object into equilibrium
Subject: Physics
Chapter 6
Section
Curriculum Map
Unit/Topic/Lesson
Newton’s Second and Third Laws
 Newton’s Second Law
 Newton’s Third Law
Objectives (Students will be able to…)
Describe an object’s acceleration in terms of its mass and the net force acting on it
Predict the direction and magnitude of the acceleration caused by a known net force
Identify action-reaction pairs
Subject: Physics
Chapter 3
Section
Curriculum Map
Unit/Topic/Lesson
Everyday Forces
 Weight
 The Normal Force
 The Force of Friction
Objectives (Students will be able to…)
Explain the difference between mass and weight
Determine the direction and magnitude of normal forces
Describe air resistance as a form of friction
Utilize coefficients of friction to calculate frictional force
 HS-PS2-2: Students will be able to 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.
o PS2.A: Momentum is defined for a particular frame of reference; it is the mass
times the velocity of the object
o PS2.A: 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.

Conceptual Physics Momentum and Collisions
Subject: Physics
Chapter 8
Section
Unit/Topic/Lesson
Curriculum Map
Momentum and Impulse
 Linear Momentum
Objectives (Students will be able to…)
Compare the momentum of different moving objects
Compare the momentum of the same object moving with different velocities
Identify examples of change in the momentum of an object
Describe changes in momentum in terms of force and time
Subject: Physics
Chapter 8
Section
Curriculum Map
Unit/Topic/Lesson
Conservation of Momentum
 Momentum is Conserved
Objectives (Students will be able to…)
Describe the interaction between two objects in terms of the change in momentum of each
object
Compare the total momentum of two objects before and after they interact
State the law of conservation of momentum

HS-PS2-3: Students will be able to apply scientific and engineering ideas to design,
evaluate, and refine a device that minimizes the force on a macroscopic object during a
collision.
o PS2.A: 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
o ETS1.A: 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.
o ETS1.C: 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 (Tradeoffs) may be needed

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.
Subject: Physics
Chapter 8
Section
Unit/Topic/Lesson
Curriculum Map
Elastic and Inelastic Collisions
 Collisions
 Elastic Collisions
Objectives (Students will be able to…)
Predict the final velocities of objects after collisions, given the initial velocities (Section 6.2)
Identify different types of collisions
Determine the changes in kinetic energy during perfectly inelastic collisions
Compare conservation of momentum and conservation of kinetic energy in perfectly inelastic
and elastic collisions
Determine the final velocity of an object in perfectly inelastic and elastic collisions

HS-PS2-4: Students will be able to use mathematical representations of Newton’s Law of
Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects.
o PS2.B: Newton’s law of universal gravitation and Coulomb’s law provide the
mathematical models to describe and predict the effects of gravitational and
electrostatic forces between distant objects
o PS2.B: Forces at a distance are explained by fields (gravitational, electric, and
magnetic) permeating space that can transfer energy through space. Magnets or
electric currents cause magnetic fields; electric charges or changing magnetic
fields cause electric fields.
 Conceptual Physics: Law of Gravitation / Electricity and Magnetism
Subject: Physics
Chapter 13
Section
Curriculum Map
Unit/Topic/Lesson
Newton’s Law of Universal Gravitation
 Gravitational Force
 Applying the Law of Gravitation
Objectives (Students will be able to…)
Explain how Newton’s law of universal gravitation accounts for various phenomena, including
satellite and planetary orbits, falling objects, and the tides
Apply Newton’s law of universal gravitation to solve problems
Subject: Physics
Chapter 13
Section
Curriculum Map
Unit/Topic/Lesson
Motion in Space
 Kepler’s Laws
 Weight and Weightlessness
Objectives (Students will be able to…)
Describe Kepler’s laws of planetary motion
Relate Newton’s mathematical analysis of gravitational force to the elliptical planetary orbits
proposed by Kepler
Solve problems involving orbital speed and period
Subject: Physics
Chapter 32
Section
Curriculum Map
Unit/Topic/Lesson
Electric Charge
 Properties of Electric Charge
 Transfer of Electric Charge
Objectives (Students will be able to…)
Explain the basic properties of electric charge
Differentiate between conductors and insulators
Distinguish between charging by contact, charging by induction, and charging by polarization
Subject: Physics
Chapter 32
Section
Curriculum Map
Unit/Topic/Lesson
Electric Force
 Coulomb’s Law
Objectives (Students will be able to…)
Calculate electric force using Coulomb’s Law
Compare electric force with gravitational force
Apply the superposition principle to find the resultant force on a charge and to find the position
at which the net force on a charge is zero
Subject: Physics
Chapter 33
Section 3
Unit/Topic/Lesson
Curriculum Map
The Electric Field
 Electric Field Strength
 Electric Field Lines
 Conductors in Electrostatic Equilibrium
Objectives (Students will be able to…)
Calculate electric field strength
Draw and interpret electric field lines
Identify the four properties associated with a conductor in electrostatic equilibrium

HS-PS2-5: Students will be able to 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.]
o PS2.B: Forces at a distance are explained by fields (gravitational, electric, and
magnetic) permeating space that can transfer energy through space. Magnets or
electric currents cause magnetic fields; electric charges or changing magnetic
fields cause electric fields.
o PS3.A: “Electric energy” may mean energy stored in a battery or energy
transmitted by electric currents.
 Conceptual Physics (Current and Resistance), Section 17.4 (Electric Power),
Chapter 19: Magnetism
Subject: Physics
Chapter 34
Section
Unit/Topic/Lesson
Curriculum Map
Current and Resistance
 Current and Charge Movement
 Resistance to Current
Objectives (Students will be able to…)
Describe the basic properties of electric current, and solve problems relating current, charge
and time
Distinguish between the drift speed of a charge carrier and the average speed of the charge
carrier between collisions
Calculate resistance, current, and potential difference by using the definition of resistance
Distinguish between ohmic and non-ohmic materials
Subject: Physics
Chapter 34
Section
Curriculum Map
Unit/Topic/Lesson
Electric Power
 Source and Types of Current
 Energy Transfer
Objectives (Students will be able to…)
Differentiate between direct current and alternating current
Relate electric power to the rate at which electrical energy is converted to other forms of energy
Calculate electric power and the cost of running electrical appliances
Subject: Physics
Chapter 36
Section
Curriculum Map
Unit/Topic/Lesson
Magnets and Magnetic Fields
 Magnets
 Magnetic Domains and Fileds
Objectives (Students will be able to…)
Predict whether magnets will repel or attract each other for given situations
Describe the magnetic field around a permanent magnet
Describe the orientation of Earth’s magnetic field
Subject: Physics
Chapter 36
Section
Curriculum Map
Unit/Topic/Lesson
Magnetism from Electricity
 Magnetic Field of a Current-Carrying Wire
 Magnetic Field of a Current Loop
Objectives (Students will be able to…)
Describe the magnetic field produced by current in a straight conductor and in a solenoid
Utilize the right-hand rule to determine the direction of the magnetic field in a current-carrying
wire
Subject: Physics
Chapter 36
Section
Curriculum Map
Unit/Topic/Lesson
Magnetic Force
 Charge Particles in a Magnetic Field
 Magnetic Force on a Current-Carrying Conductor
 Galvanometers
Objectives (Students will be able to…)
Determine the strength of the magnetic field given the force on a charge in a magnetic field
Utilize the right-hand rule to find the direction of the force on a charge moving through a
magnetic field
Determine the magnitude and direction of the force on a wire carrying current in a magnetic field
Energy

HS-PS3-2: Students will be able to 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
[Clarification Emphasis: Examples of phenomena at the macroscopic scale could include the
conversion of kinetic energy to thermal energy, the energy stored due to position of an
object above the Earth, and the energy stored between two electrically charged plates.
Examples of models could include diagrams, drawings, descriptions, and computer
simulations.]
o PS3.A: Energy is quantitative property of a system that depends on the motion
and interactions of matter and radiation within that system. That there is a single
quantity called energy is due to the fact that system’s total energy is conserved,
even as, within the system, energy is continually transferred from one object to
another and between its various possible forms.
o PS3.A: At the macroscopic scale, energy manifests itself in multiple ways, such
as in motion, sound, light, and thermal energy
o PS3.A: These relationships are better understood at the microscopic scale, at
which all of the different manifestations of energy can be modeled as a
combination of energy associated with the motion of particles and energy
associated with the configuration (relative position of the particles). In some
cases the relative position energy can be thought of as stored in fields (which
mediate interactions between particles). This last concept includes radiation, a
phenomenon in which energy stored in fields moves across space.

Conceptual Physics: (Work & Energy)
Subject: Physics
Chapter 9
Section
Unit/Topic/Lesson
Curriculum Map
Work
 Definition of Work
Objectives (Students will be able to…)
Recognize the difference between the scientific and ordinary definitions of work
Define work by relating it to force and displacement
Identify where work is being performed in a variety of situations
Calculate the net work done when many forces are applied to an object
Subject: Physics
Chapter
Section
Curriculum Map
Unit/Topic/Lesson
Energy
 Kinetic Energy
 Potential Energy
Objectives (Students will be able to…)
Identify several forms of energy
Calculate kinetic energy of an object
Apply the work-kinetic energy theorem to solve problems
Distinguish between kinetic and potential energy
Classify different types of potential energy
Calculate the potential energy associated with an object’s position
Subject: Physics
Chapter 5
Section 3
Unit/Topic/Lesson
Conservation of Energy
 Conserved Quantities
 Mechanical Energy
Objectives (Students will be able to…)
Identify situations in which conservation of mechanical energy is valid
Recognize the forms that conserved energy can take
Solve problems using conservation of mechanical energy
Subject: Physics
Chapter 5
Section 4
Unit/Topic/Lesson
Power
 Rate of Energy Transfer
Objectives (Students will be able to…)
Relate the concepts of energy, time, and power
Calculate power in two different ways
Explain the effect of machines on work and power
Curriculum Map
Curriculum Map