Physics

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

Assessment is limited to two-dimensional motion. 

Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

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 by applying the impulse-momentum theorem. 

Examples of a device could include a football helmet or an airbag. 

Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

Emphasis is on structure and function of waves.   

Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

Assessment includes qualitative and quantitative models of light. 

Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

Examples could include different elements absorb or emit specific frequencies of light. 

Assessment is limited to qualitative descriptions. 

Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

Assessments are limited to qualitative information. 

Assessments do not include band theory. 

Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

Emphasis is on the quantitative determination of power in interactions. 

Examples could include use of pulleys and electric motors. 

Emphasis is on both qualitative and quantitative evaluations of devices. 

Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

Examples of constraints could include use of renewable energy forms and efficiency.  

Assessment for quantitative evaluations is limited to total output for a given input. 

Assessment is limited to devices constructed with materials provided to students.   

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

Assessment is limited to investigations based on materials and tools provided to students. 

Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

Assessment is limited to systems containing two objects. 

Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

Assessment can be expanded to systems with multiple objects. 

Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

Assessment is limited to descriptive analysis of the fields and the forces they produce. 

Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

Examples include designing a generator, motor or transformer. 

Assessment is limited to systems with two objects.     

Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.