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The district outcomes for General Physics and Honors Physics are identical. Honors Physics goes into greater depth of material and also requires more mathematical rigor.

The learner will...
  • apply the principles of uncertainty to measurements and use graphical methods to analyze and synthesize data (Scientific Methods and Advanced Curve Fitting)

  • identify the characteristics of uniform motion and predict variables of motion based on past or current conditions (Constant Velocity).

  • use Newtonian dynamics to quantitatively analyze objects in equilibrium (Inertia & Equilibrium).

  • use Newtonian dynamics to quantitatively analyze objects experiencing collisions (Impulse and Momentum).

  • identify the characteristics of uniformly accelerated motion and predict variables of motion based on past or current conditions (Constant Acceleration).

  • use Newtonian dynamics to quantitatively analyze objects experiencing uniformly accelerated motion (Constant Net Force).

  • use the concepts of work and conservation of energy to explain the behavior of systems (Energy).

  • use Newtonian dynamics to quantitatively analyze objects experiencing circular motion (Central Force).

  • apply wave concepts to create and play a musical instrument with a set of design constraints (Waves).

We are bringing all of our course outcomes into alignment with the Next Generation Science Standards. The specific standards that we address are 

Motion and Stability: Forces and Interactions

  • 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. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]

  • 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. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]

  • HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
  • HS-PS3-1 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. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: 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.]

  • 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 positions of particles (objects).[Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.]

  • 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. [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]
Wave Properties
  • HS-PS4-1 Use mathematical representations to support a claim regarding relationships among frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]