CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Unit:Forces and Momentum (H.P.2B)
Standard: H.P.2 The student will demonstrate an understanding of how the interactions among objects and their subsequent motion can be explained
and predicted using the concept of forces.
Conceptual Understanding: H.P.2B. The interactions among objects and their subsequent motion can be explained and predicted by analyzing the forces acting
on the objects and applying Newton’s laws of motion
Important to Note:
All files referred to are on the websitehttp://ccsdphysics.weebly.com/organized by unit, except for tests.
In terms of the order of the performance indicators, one option is to teach impulse with forces and then conservation of momentum as a mini-unit after
energy. In this way, looking at the energy changes in collisions can be done at the same time as conservation of momentum. Other teachers choose to
teach conservation of momentum along with forces and address the energy in collisions in the energy unit. Similarly, circular motion and torque may be
taught with forces or may be brought back after energy as a mini-unit that helps to make the transition into gravitation and electrostatics. The trend is to
create mini-units that can be placed where they make the most sense thematically instead of trying to cover the entire 2B unit sequentially.
This standard is dense. The first three performance indicators are about free body diagrams and Newton’s Laws. The next three cover impulse (and how
it relates to Newton’s third law) and conservation of momentum. The next two address circular motion and torque, and the last one addresses when
Newton’s Laws do not apply (when objects are approaching the speed of light or when they are on the microscopic scale).
H.P.2C.1 and H.P.2C.5 are included in this table because they are instrumental in teaching the problem solving associated with free body diagrams.
Approximately 15 days of instruction are needed for this unit. Some lessons require more than one day to complete.
Lesson
1
2
3
4
5
6
7
8
H.P.2B.1
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H.P.2B.2
H.P.2B.3
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H.P.2B.4
H.P.2B.5
H.P.2B.6
H.P.2B.7
H.P.2B.8
H.P.2B.9
H.P.2B.10
H.P.2C.1
H.P.2C.5
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Unit Engagement/Anchor Activity Suggestions
In-class reading guides are really effective in Physics. Students can discuss what they are reading as they go along and it can be much more engaging than
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
a lecture for introduction of new content. Inertia demonstrations (tablecloth, hitting an egg on a jar with a broom, etc.) are quite engaging.
Formative Assessment Opportunities
Performance Indicators
H.P.2B.1, H.P.2B.2 and H.P.2B.3
H.P.2B.9
Assessment items
Elevator Mini-Lab
Circular Motion Lab
Summative Assessment Opportunities
Conceptual Understanding
H.P.2B.1, H.P.2B.2 and H.P.2B.3
Pulley Lab
Assessment Items
H.P.2B.5
Momentum SLO Lab
Investigations and Resources
Newton’s Laws and Free Body Diagrams (H.P.2B.1, H.P.2B.2 and H.P.2B.3 and H.P.2B.10)
Note: H.P.2C.1 and H.P.2C.5 are included in this table because they are instrumental in teaching the problem solving associated with free body diagrams.
2014 science
Focus question
Activity Description
Expected outcome – Resource – instructional material
Vocabulary
performance
5 E Cycle
learning goal
(includes specific pgs, chapters,
(tier 2 and 3)
indicators
lessons, etc.
Lesson 1
 How does a
 Demonstrations about inertia:
 List the four
Holt Physics Chapter 4 Sections 1-4
 Newton’s
H.P.2B.1 Plan and
seat belt work,
tablecloth trick, penny on a
fundamental
laws
conduct controlled
and which of
hoop over a beaker, etc.
forces
https://www.youtube.com/watch?v  Inertia
scientific
Newton’s laws
 Contrast
=T1ux9D7-O38
 Action and
investigations
applies?
 Reading guide about forces and
Newton’s laws
reaction
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
involving the
motion of an
object to
determine the
relationships
among the net
force on the
object, its mass,
and its
acceleration
(Newton’s 2nd law
of motion,
Fnet=ma) and
analyze collected
data to construct
an explanation of
the object’s
motion using
Newton’s second
law of motion.
H.P.2B.3 Use
Newton’s Third
Law of Motion to
construct
explanations of
everyday
phenomena (such
as a hammer
hitting a nail, the
thrust of a rocket
engine, the lift of
an airplane wing,
or a book at rest
on a table) and
 Why do you
feel pushed
against the car
door when the
car turns?
Newton’s laws
 Newton’s 3rd Law activity to
identify force pairs (students
push against wall, stand on the
floor, push a cart)
 Activity drawing force arrows
for a variety of interactions
(swimmer in water, tug of war,
rocket moving upwards,
walking on ice)
and give
examples of
each
 Explain how a
seat belt works
using Newton’s
laws.
 Define force
pairs
 Explain what
“every action
has an equal
and opposite
reaction” in
words and in
diagrams
Note: Newton’s 1st Law is not stated
in any performance indicators.
However, it is implied because it is a
special case of Newton’s 2nd Law
with F = 0 and a = 0.
Holt Physics Chapter 4 Sections 1-4
http://www.arborsci.com/nexttime-questions
about forces

Force pairs
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
identify the force
pairs in each given
situation involving
two objects and
compare the size
and direction of
the force.
Lesson 2
H.P.2B.10Obtain
information to
communicate
physical situations
in which Newton’s
Second Law
of Motion does
not apply
Lesson 3
H.P.2B.2 Use a
free-body diagram
to represent the
forces on an
object.
H.P.2C.1Use a
free-body diagram
to represent the
normal, tension
(or elastic),
applied, and
frictional forces on
an object.
H.P.2C.5 Use
mathematical and
 In what cases
do any of
Newton’s Laws
not apply?
 Allow students to read about
when Newton’s 2nd law does
not apply: when mass changes,
when object is traveling close
to the speed of light, or when
quantum mechanics applies on
the very small scale of the
atom.
 Describe when
Newton’s 2nd
Law does not
apply
 How can
multiple forces
on an object be
represented in
a diagram?
 What are two
possibilities for
motion of an
object if the
forces on it are
balanced (in
equilibrium)?
 Instruct on how to draw force
pairs
 Show how to draw free body
diagrams
 Contrast mass and weight and
show how to calculate weight
from mass.
 Draw free body
diagrams to
describe
hanging objects,
falling objects,
objects being
pushed at
constant
speeds, and
objects being
accelerated.
 Define equilibrium. Be sure to
explain that the net force is
zero when an object is
stationary and when it is not
accelerating.
 Find net force and acceleration
for a hanging mass in an
elevator
 List common
forces (tension,
gravity, friction,
normal)
http://hyperphysics.phyastr.gsu.edu/hbase/newt.html#nt2c
n
http://www.physicsclassroom.com/
Physics-Tutorial/Newton-s-Laws
Forces Problem Set 2.doc
Elevator Mini-Lab.doc
Pulley Lab.doc
Note: this lab involves two objects,
so students will need some
background on how to solve twobody problems with systems of
equations.
This lab could be used as an SLO

Equilibrium

Net force
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
 Use spring scales, force probes
(if available), and photogates to
measure the motion of a cart
accelerating on a table due to a
hanging mass. Determine the
acceleration of the object using
kinematics and find the net
force, applied force, and force
due to friction.

computational
thinking to apply
Fnet=ma to
analyze problems
involving contact
interactions and
gravity.
 Solve force
problems using
free body
diagrams and
net force
equations.
Lab.
http://www.physicsclassroom.com/
class/vectors/Lesson-3/DoubleTrouble-in-2-Dimensions
 Calculate weight
(Fg) from mass.

Part 2. Impulse (H.P.2B.4, H.P.2B.7)
2014 science
performance
indicators
Lesson 4
H.P.2B.4 Use
mathematical and
computational
thinking to derive
the relationship
between impulse
and Newton’s
Second Law of
Motion.
Focus question
Activity Description
5 E Cycle
Expected outcome –
learning goal
 How are
Newton’s
second and
third laws
related to
momentum?
 What do air
bags do that
reduce injury?
 Reading guide about impulse
and momentum
 Explain how the change in
momentum is pf-pi and can be
large when the object changes
direction.
 Show how to calculate using
the impulse-momentum
equation.
 Discuss collision scenarios and
discuss how to determine
stopping distance.
 Independent practice with
impulse problems, including
 Determine
connection
between the
impulse
equation and
Newton’s 2nd
Law using a unit
analysis
 Use impulse to
explain why
bumper cars are
so much fun and
why cars are
designed not to
Resource – instructional material
(includes specific pgs, chapters,
lessons, etc.
Momentum reading roadmap.doc
Vocabulary
(tier 2 and 3)
Holt Physics Chapter 6 Section 1
Change in
momentum
http://physicsclassroom.com/curric
ulum/momentum
Paul Hewitt’s next time questions
http://www.arborsci.com/nexttime-questions
http://www.arborsci.com/NTQ/NTQ
_MOM_2QA.pdf
Impulse
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
calculating stopping distance.
rebound.

Lesson 5
H.P.2B.7 Apply
physics principles
to design a device
that minimizes the
force on an object
during a collision
and construct an
explanation for
the design.

 Lab: consider a collision
between two objects. Measure
the force and collision time
before and after modifying one
of the objects to reduce the
force using force probes.
 Justify the
modifications to
the object in the
collision.
 Make graphs of
force vs. time
based on the
data.
 Explain how the
design worked
using the graph
and equations .
Problems on p. 203 in Chapter 6
section 1 address this practical
application (stopping distance).
Use SLO Model rubric to structure
assignment.
Conservation of Momentum(H.P.2B.5, H.P.2B.6)
Note: Classifying collisions as elastic, inelastic and perfectly inelastic is addressed in Performance Indicator H.P.3B.3 and would logically follow these topics if
momentum is taught after energy.
2014 science
Focus question
Activity Description
Expected outcome – Resource – instructional material
Vocabulary
performance
5 E Cycle
learning goal
(includes specific pgs, chapters,
(tier 2 and 3)
indicators
lessons, etc.
Lesson 6
 What does it
 Asking students about
 Simplify the
Holt Physics Chapter 6 Section 2
Conservation of
H.P.2B.5 Plan
mean for
collisions they have witnessed
conservation of
momentum
and conduct
momentum to
is particularly engaging
momentum
Conservation of momentum
controlled
be conserved?  Help students classify collisions
equation to fit a handout.doc
Initial
scientific
 How can
so that they may simplify the
variety of
momentum
investigations to
conservation of
conservation of momentum
problems and
C of P PS#1.doc
support the Law of
momentum
equation and solve problems.
solve.
Final
Conservation of
principles aid in  Momentum Lab: students will
 Collect data and
momentum
Momentum in the
car accident
create several scenarios
make initial and
context of two
investigation?
(explosion, inelastic, perfectly
final
objects moving
inelastic) and collect data to
momentum
linearly (p=mv).
support the law of
calculations to
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
conservation of momentum.
H.P.2B.6
Construct
scientific
arguments to
defend the use of
the conservation
of linear
momentum in the
investigation of
traffic accidents in
which the initial
motions of the
objects are used
to determine the
final motions of
the objects.
 A guest speaker such as a
police officer who does
incident analysis is very
interesting to students.
 Activity: Look at real data from
collisions to determine the
initial velocity of a car that
strikes a stationary car, for
example.
 Make connection to the friction
unit by determining stopping
distance based on a coefficient
of friction.
determine how
closely the real
scenario
conserves
momentum.
 A report or
summary with
calculations of
an incident and
the momentum
implications of
it.
Torque and Circular Motion (H.P.2B.8, H.P.2B.9)
Note: It may make more sense to cover Standard H.P.2C (contact forces) right after teaching circular motion since gravitation is a cause of circular motion.
2014 science
Focus question
Activity Description
Expected outcome – Resource – instructional material
Vocabulary
performance
5 E Cycle
learning goal
(includes specific pgs, chapters,
(tier 2 and 3)
indicators
lessons, etc.
Lesson 7
 Why is it easier  Hands-on activity with tools of
 Identify the
Holt Physics Chapter 7 Sections 1
torque
H.P.2B.9
to loosen a nut
various sizes (including
force direction
and 4
Construct
with a long
wrenches and screwdrivers);
and the radius
lever arm
explanations for
wrench than a
get students to open the door
in a diagram for Torque Intro.doc
the practical
short wrench?
from both ends (at the handle
a variety of
axis of rotation
applications of
 Why are
and near the hinge)
torque
torque (such as a
doorknobs far
 Extended knowledge would
examples
see-saw, bolt,
away from the
include giving students torque
 Draw the
wrench and
axis of rotation
problems to solve
direction and
hinged door)
of the door
force in a see(the hinge)?
saw
Lesson 8
 Is an object
 Demonstrations: Whirl a toy or  List the two
http://www.physicsclassroom.com/
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
HP.2B.8 Develop
and use models
(such as a
computer
simulation,
drawing , or
demonstration)
and Newton’s
Second Law of
Motion to
construct
explanations for
why an object
moving at a
constant speed in
a circle is
accelerating.
moving at a
constant speed
in a circle
accelerating?
ball on a string horizontally and
let it go. Whirl a bucket in a
vertical circle and see that the
water does not fall out.
 Show how to draw free body
diagrams for circular motion
problems.
 Independent practice with
circular motion problems.
 Circular Motion Lab: spin a
stopper in a circle with washers
hanging to provide centripetal
force. Lab can also be done
with pennies in film canisters.
requirements
for circular
motion:
centripetal force
and tangential
velocity.
 Use Newton’s
2nd Law to solve
circular motion
problems.
 Identify the
direction of the
net force of an
object moving
at a constant
speed. Draw on
diagrams.
class/circles
Circular Motion PS.doc
Circular Motion Lab.doc
(could be used as an SLO Lab)
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics