Clarification Statement - S.HS.PS.2.1.CS:
Examples of data couldinclude tables, graphs, or diagrams (vector diagrams) for objects subject to a net unbalanced force (a falling object, an object sliding down a ramp, an object being acted on by friction, a moving object being pulled by a constant f

Assessment Boundary - S.HS.PS.2.1.AB:
Assessment is limited to one-dimensional motionand to macroscopic objects moving at non-relativistic speeds whose measured quantities can be classified as either vector or scalar.

Science and Engineering Practices - 9-12.SEP4.1:
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.

Disciplinary Core Ideas - S.HS.PS.2.1.DCI:
PS2.A: Forces and Motion •Newton’s second law accurately predicts changes in the motion of macroscopic objects.

Crosscutting Concepts - CC2.8:
Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Clarification Statement - S.HS.PS.2.2.CS:
Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.

Assessment Boundary - S.HS.PS.2.2.AB:
Assessment is limited to systems of two macroscopic bodies moving in one dimension.

Science and Engineering Practices - 9-12.SEP5.2:
Use mathematical representations of phenomena to describe explanations.

Disciplinary Core Ideas - S.HS.PS.2.2.DCI:
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 - CC3.5:
When investigating or describing a system, the boundaries and initial conditions of the system need to be defined.

Clarification Statement - S.HS.PS.2.3.CS:
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 - S.HS.PS.2.3.AB:
Assessment is limited to qualitative evaluations and/or algebraic manipulations.

Science and Engineering Practices - 9-12.SEP6.1:
Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

Disciplinary Core Ideas - S.HS.PS.2.3.DCI:
PS2.A: Forces and Motion •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. ETS1.A: Defining and Delimiting Engineering Problems •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 - CC2.9:
Systems can be designed to cause a desired effect.

Clarification Statement - S.HS.PS.2.4.CS:
Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.

Assessment Boundary - S.HS.PS.2.4.AB:
Assessment is limited to systems with two objects.

Science and Engineering Practices - 9-12.SEP5.2:
Use mathematical representations of phenomena to describe explanations.

Disciplinary Core Ideas - S.HS.PS.2.4.DCI:
PS2.B: Types of Interactions •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. •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.

Crosscutting Concepts - CC1.13:
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.

Assessment Boundary - S.HS.PS.2.5.AB:
Assessment is limited to designing and conducting investigations with provided materials and tools.

Science and Engineering Practices - 9-12.SEP3.1:
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 t

Disciplinary Core Ideas - S.HS.PS.2.5.DCI:
PS2.B: Types of Interactions •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.

Crosscutting Concepts - CC2.8:
Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.