New Visions adapted OpenSciEd Physics materials to align with all New York City and State standards and instructional requirements.
Key adaptations include:
- Developing and integrating materials: Created supplementary teacher- and student-facing resources to bridge gaps between OpenSciEd and NYSED / NYCPS requirements.
- Streamlining unit pacing: Omitted and modified select lessons to reduce time spent on Earth & Space Science standards while maintaining a coherent learning progression and unit storyline.*
- Pacing & Assessment: Built detailed pacing guides for NYCPS schools and developed a full suite of interim assessments.
* Note: Lesson numbers align with the original OpenSciEd curriculum. Omitted lessons account for the gaps in numbering.
Unit Overview
PEs:
- HS-PS2-5*: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
- HS-PS3-5†: Develop and use 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.
- HS-PS3-2†: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).
- HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
- HS-ETS1-3†: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- HS-ESS3-2†: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
- *: This performance expectation is developed across multiple units.
- †: This performance expectation is developed across multiple courses.
PEs:
- HS-PS1-8†: Develop 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.
- HS-PS3-1* (NYSSLS): Create 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.
- HS-ESS2-1†: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
- HS-ESS2-3: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
- *: This performance expectation is developed across multiple units.
- †: This performance expectation is developed across multiple courses.
PEs:
- HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
- HS-PS2-2: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
- HS-PS2-3: Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
- HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
PEs:
- HS-PS2-4†: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
- HS-PS3-1 (NYSSLS): Create 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.
- HS-PS3-2†: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
- HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
- †: This performance expectation is developed across multiple courses.
PEs:
- HS-PS2-5*: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
- HS-PS4-1: Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.
- HS-PS4-2: Evaluate questions about the advantages of using a digital transmission and storage of information.
- HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one model is more useful than the other.
- HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
- HS-PS4-5: Communicate 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.
- HS-ESS2-4†: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
- *: This performance expectation is developed across multiple units.
- †: This performance expectation is developed across multiple courses.
PEs:
- HS-ESS1-2: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
- HS-PS4-6 (NYSSLS): Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.
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