• Understand that the sub-atomic structural model and interactions between electric charges at the atomic scale can be used to explain the structure and interactions of matter.

• Recognize that chemical processes, their rates, their outcomes, and whether or not energy is stored or released can be understood in terms of collisions of molecules, rearrangement of atoms, and changes in energy as determined by the properties of elements involved.

• Analyze how strong nuclear interaction in an atom provides the primary force that holds nuclei together. Nuclear processes including fusion, fission, and radioactive decay of unstable nuclei involve changes in nuclear binding energies.

• Explain how Newton’s second law and the conservation of momentum can be used to predict changes in the motion of macroscopic objects.

• Recognize that Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them.

• Recognize that energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system.

•  Understand that energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems, and that although energy cannot be destroyed, it can be converted to less useful forms as it is captured, stored and transferred.

• Explain how force fields (gravitational, electric, and magnetic) contain energy and can transmit energy across space from one object to another.

• Explain how waves have characteristic properties and behaviors, and understand that both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation.

• Understand how multiple technologies that are part of everyday experiences are based on waves and their interactions with matter

When Studying Physical Science You May Find Students:

• Using the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy levels of atoms. 

• Constructing and revising an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

• Refining the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. 

• Developing models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

• Applying scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

• Planning and conducting 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. 

• Creating a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

• Developing and using a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

• Using mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

• Communicating technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Anchored in real-world phenomena, PEER Physics is an innovative, student-centered approach for teaching and learning physics in the high school. PEER Physics is designed to address the most current standards, involving core concepts, scientific practices, and crosscutting themes.  Students learn to advocate for themselves in an inclusive learning environment where they develop, share, critique, argue, and revise evidence-based ideas. 

PEER Physics includes six chapters, each situated within a real-world phenomena. PEER Physics is designed for flexibility in the chapter sequencing. Districts can choose from a variety of sequence map options to align with their priorities. All suggested sequence maps are based on physics education research and are designed to spiral essential physics concepts, crosscutting concepts, and scientific practices.

PEER Year at a Glance

Each chapter is accompanied by Anchoring Phenomena (APs) in which teachers can situate the content learning and chapter storyline within a broader relevant scenario or event. Chapters M & W include Earth Science Explorations (ESEs) that may be used as AP in contexts where instructional goals include integrating earth science within the physics course. Additionally, PEER Physics Engineering Design Challenges (EDCs) are classroom or take-home projects in which students use physics principles to solve a real-world problem and experience the process of engineering optimization. Each PEER Physics Engineering Design Challenge also includes a storyline hook that instructors may use to introduce the associated chapter. At the end of many activities, optional Mathematical Model Building (MMBs) activities are included. Mathematical Model Building activities support the conceptual development from the associated activity.

PEER Year at a Glance Document

Energy Storyline

This Anchoring Phenomenon prompts students to grapple with ideas of energy transfers and conversions related to automobile collisions. They analyze how the safety of the car design relates to its ability to transfer energy to places other than the driver and passenger(s), ultimately considering how these energy transfers relate to passenger injury. Students make these considerations within the context of a girl named Olivia, who is weighing her options when purchasing her eirst car. By the end of Activity E.4, students will be able to apply the Law of Conservation of Energy and their own ideas about systems and surroundings to discuss why newer vehicles - designed with “crumple zones” - are safer for the passengers in the vehicle.

Force Storyline

The topic of mandating seat belt installation in school buses is heavily debated. Some states require that all school buses have seat belts, although more commonly, states only require seat belt installation on smaller buses. The costs and beneeits of seat belt installation in school buses are extensive. Throughout the Chapter F Anchoring Phenomenon, students will apply Newton’s Laws to discuss why seat belts reduce injuries and fatalities in car accidents. Following this Anchoring Phenomenon, students will analyze and interpret information from various sources (including the NTSB and news media) and use their physics understanding to make a recommendation for whether seat belts should be mandated on school buses.

High School Language Expectations

High School Science Language Expectations