Physics and the NGSS

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Physics and the Next Generation Science Standards

A publication of the American Association of Physics Teachers

Please reference the digital version of this document at http://www.aapt.org to get full access to the live
hyperlinks embedded within this guide.

Editor’s Notes
In 2012, Achieve, Inc. and the Lead States released the first draft of the Next Generation Science
Standards (NGSS) for public comment. These standards were meant to provide a coherent set of
internationally-benchmarked guidelines for K-12 science teachers across the nation. In response, the
American Association of Physics Teachers (AAPT), the American Physical Society, the American
Chemical Society, the American Institute of Physics, the American Society for Engineering Education,
and the Department of Energy compiled feedback on the first draft of the standards. A summary of the
group’s May 29, 2012 response can be found here: 1st Draft Summary Response. Upon release of a
revised version of the NGSS, the AAPT created an additional focus group comprised of persons involved
in high school physics education. The resulting 2nd Draft Summary Response from February 1, 2013
described both their support for standards based upon the National Research Council and National
Academy of Science’s Framework for K-12 Science Education: Practices, Crosscutting Concepts, and
Core Ideas, while also identifying some weaknesses and omissions in the standards with
recommendations for improvement.

Although the NGSS is inherently an interdisciplinary document, the physics is prevalent in both physical
science topics as well as in the life sciences, earth and space science, and engineering. Connections to
physics are highlighted in bold dark blue font within this document.

It is my hope that this document will help K-12 teachers of physics to better understand how classroom
practice can be effectively aligned with the NGSS.

~ Rebecca E. Vieyra, K-12 Program Manager, AAPT

Acknowledgement
Gratitude is expressed to Patrick Mangan, AAPT/Society of Physics Students summer 2015 intern, for his
work in organizing the outline of the physics-related standards for this document.

Table of Contents

 Quick FAQ’s about the NGSS for Physics Teachers

 Overview and History of the NGSS

 Reading the NGSS

 Physics and the NGSS

 Resources for Implementing the NGSS

 AAPT’s Role in the NGSS

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Quick FAQ’s about the NGSS for Physics Teachers

 What are the Next Generation Science Standards (NGSS)?

The NGSS are a set of performance expectations that
describe what students should know and be able to do at
various stages in their K-12 development, and were written
with student assessment in mind. The NGSS are not written
as curriculum: they do not provide details about what
students need in order to master a big idea. The NGSS do * …is a registered trademark of Achieve.
not provide explicit guidelines to teachers about instructional Neither Achieve nor the lead states and
approach: educators are expected to use their discretion partners that developed the Next Generation
when making decisions about pacing, order, and teaching Science Standards was involved in the
method. production of, and does not endorse, this
document.
 Why should I care about the NGSS? The NGSS is a result
of a nationwide attempt to increase science literacy for all. Physics is fundamental to this effort.
The writing of the NGSS was based upon work by the National Academies and the American
Association for the Advancement of Science, and was written by 41 science educators and
leaders from 26 Lead States. Even if your school district or state has not adopted the NGSS,
understanding them is key to engaging in the national discussion about science education.

 What do the NGSS look like? Below is a sample standard related to physics. The NGSS are
performance objectives (defining a student action for assessment) that include both depth of
content (Disciplinary Core Ideas), skills (Science and Engineering Practices), and
interconnections with other science disciplines (Crosscutting Concepts). The NGSS are also
aligned with Common Core State Standards for English Language Arts / Literacy and
Mathematics. See “Reading the NGSS” in this guide for a much more detailed explanation of how
these facets of each standard are related to one another.

Ex.: HS-PS3-5. Develop and use a model of two objects interacting through
electrical or magnetic fields to illustrate the forces between objects and the
changes in energy of the objects due to the interaction. [Clarification Statement:
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
Boundary: Assessment is limited to systems containing two objects.]

 Where do I find physics content in the NGSS? Because the NGSS places heavy emphasis on
the interdisciplinary nature of science and engineering, the standards are not explicitly organized
by subject. Although physics can be found (alongside chemistry) in the Physical Science
grouping of standards, physics concepts can also be found in the study of Earth and Space
Science (i.e. gravity), Life Sciences (i.e. energy flow), and Engineering standards.

 How would adoption of the NGSS affect the physics courses that I teach? The answer to
this is dependent upon both your existing teaching style and course content. While most standard
high school physics courses will include the “big topics” addressed by the NGSS (Motion,
Forces, Energy, and Waves), the NGSS also places a heavy emphasis on interdisciplinary
understandings and engineering. Teachers might find that they need to make more room for
teaching these additional skills, shift their instructional approach, and/or to take more professional
development themselves in order to help students address these standards.

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 What is the AAPT’s position on the NGSS? The AAPT supports the spirit and purpose of
NGSS, but does not endorse them. Please refer to the AAPT’s physics focus group’s response
to Achieve about the NGSS for details.

 Where can I learn more about the NGSS? Visit www.nextgenscience.org/ and refer to the many
online references listed in this guide.

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Overview and History of the NGSS

The Next Generation Science Standards (NGSS) were written as a response to the growing need for a
STEM-ready U.S. workforce with critical thinking and inquiry-based problem solving skills. The NGSS
addresses science understanding and skills at the K-12 level and includes performance expectations for
students to have accomplished by the end of Kindergarten, grades 1, 2, 3, 4, and 5, and at the end of
Middle School (MS) and High School (HS).

Many physics teachers across the country have found themselves impacted by statewide, local, or even
personal adoption of the NGSS. As a result, physics teachers might find that they need to make shifts in
the type of content that they teach and the instructional practices that they use. To fully understand the
NGSS, it is important to understand the origin of the NGSS, as well as the full K-12 spectrum that it
spans.

The NGSS were based on A Framework for K-12 Science Education (2012),
produced by the National Research Council. In order to understand the content and
organization of the NGSS, this document is a “must read” for educators.

What sets the NGSS apart from previous standards are the three dimensions of the
Framework that are interwoven into each standard:
 Disciplinary Core Ideas
 Science and Engineering Practices
Figure 1: Three Dimensions of the NGSS
 Crosscutting Concepts

In addition to these three dimensions, standards are also connected to:

 Understanding the Scientific Enterprise: The Nature of
Science
 Engineering Design
 Science, Technology, Society, and the Environment
 Common Core State Standards for Mathematics
 Common Core State Standards for Literacy in Science and
Technical Subjects

The NGSS were released for adoption by states in April 2013. Reviewing
the nationwide progression of the NGSS can be very helpful to
comprehending the fairly complex nature of the document. Refer to
Resources for Implementing the NGSS near the back of this pamphlet
for more information. All of the listed documents are available for free
download and serve as an introduction to the evolution of STEM
education in the United States over the past 20 years.

Using the Framework and its three dimensions (Core Disciplinary Ideas,
Science and Engineering Practices, and Crosscutting Concepts), the
Next Generation Science Standards were developed by a coalition of 26 Figure 2: Framework (NAS, 2012)
lead states under the guidance of Achieve, and published by the National
Academies Press.

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 Next Generation Science Standards -

http://www.nextgenscience.org/
 Next Generation Science Standards, Volumes 1 and
2 (NGSS Lead States, 2013)

As of late 2015, thirteen states and the District of Columbia

have adopted the NGSS. Many states already had their own
standards in advance of the development of the NGSS, and
did not opt to adopt the new standards. Some states feel that
the NGSS is insufficient to provide curricular or instructional
guidance to teachers, and that their standards are superior to
the NGSS. However, many school districts are adopting the
standards in advance of their states – in some cases, with the
NGSS being adopted in tandem with different state
standards. Figure 3: Next Generation Science Standards (NGSS Lead
States, 2013)
Adoption of the standards is slow, but progressing. There are
a number of speculations about the factors that have
influenced the slow adoption of the NGSS in comparison to the relatively quick adoption of the Common
Core State Standards (CCSS). Because the CCSS were used by many states as “college and career-
ready” standards to comply with incentives for the Race to the Top program, it is possible that many
states are waiting before adopting yet another set of new standards. Additionally, states have put
significant efforts into improving student achievement in mathematics and English/language arts (the
content associated with the CCSS) through the development of assessments following the
implementation of No Child Left Behind. No nationwide assessment has yet be developed for science
education aligned with the NGSS, and the results of student achievement have significantly less political
clout than mathematics of English/language arts. In some cases, states have typically held an opposition
to national standards.

Even so, teachers who work in districts or states where the NGSS have not been adopted should still be
aware of the standards both
because many professional
organizations have endorsed them
and so that they can effectively
engage in national discussions
about science education. (Image
placeholder).

Figure 4: NGSS Adoption by

State
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Reading the NGSS

Attempting to read and understand the layout of the NGSS can seem overwhelming, given the number
and depth of interdisciplinary connections. This challenge can be compounded for teachers who look at
the NGSS with a desire to see only what standards apply to them and their students. Because the NGSS
was written to highlight only the “big ideas” as they fit into the larger context of science, but not the
minutiae, it is important to get a K-12 overview across all of the sciences in order to understand how
physics fits into the equation.

The Standards
Keep the following items in mind as you read through the standards:
1. The NGSS are written as performance expectations for widescale testing. Performance
expectations clearly identify what a student should know and be able to do with their knowledge.
Although teachers should use their discretion when selecting assessments for students to
demonstrate their abilities at the classroom level, the language of the standards was written with
the expectation that they would be used to measure school, state, and/or national performance.
Although physics teachers should not limit themselves to assessing students on the NGSS
performance expectations, teachers are likely to find that they need to modify their existing
assessments in order to determine if students have met the NGSS.
2. The NGSS are not a curriculum. The standards are not written in such a level of detail that
students can transition directly from one standard to the next, nor are the standards written in a
developmentally-appropriate order for instruction. The standards only highlight the most important
points of emphasis during the learning process. Teachers working in their educational setting
should use their professional discretion in regard to their own teaching style, pacing, instructional
approaches, curricular resources, and course sequencing. Additionally, physics teachers are
likely to find that not all of the topics that they teach are explicitly included in the NGSS (notably,
circuits), or that they might need to remove some content in order to increase emphasis on the
three dimensions of the NGSS.
3. The NGSS provide guidance for the minimal expectations of all students at the end of their
grade band. Further considerations need to be made for students and their diverse needs
(remediation, accelerated or advanced work, or other considerations). For example, these
standards might comprise most of the expectations for a conceptual physics or physical science
course, but would be insufficient for an honors-level physics or AP physics course.
4. The NGSS performance expectations are intended to be read by science-literate adults and
pedagogically-prepared science educators. The spirit and language of the NGSS make the
most sense in the context of the Framework in which they were written. The performance
objectives are not necessarily appropriate for use as guidelines for student consumption.
Additionally, physics teachers need to have both a depth of understanding of their content area,
as well as a breadth of familiarity with other science disciplines and engineering practices in order
to understand and implement the standards.

The NGSS can be read and have been organized in two different ways to meet the preferences of the
readers and the interdisciplinary nature of some of the core ideas.
 Organized by Disciplinary Core Ideas (DCI’s) – This is the arrangement that is reflective of the
big ideas and content storylines identified in the Framework. Regardless of a standard’s topical
categories, the standards are coded to be organized by DCI’s. To learn more about this
organizational structure and its rationale, read the Framework Dimension 3: Disciplinary Core
Ideas-Physical Sciences.
 Organized by topic – This is the more traditional arrangement similar to the “chapter headers”
that one would find in a textbook.

Performance expectations for high school science are structured by DCI as follows. Although the
chemistry and physics can become fairly intermixed, the majority, but by no means all, of traditional
physics content falls into the DCIs and topics below in bold blue typeface. Standards designated with a
“♦” have additional strong connections to physics content.

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Table 1: NGSS organized by DCI and Topic

Organized by DCI Organized by Topic

Physical Sciences  Matter and Its Interactions  Structure and Properties of Matter
 Motion and Stability: Force &  Chemical Reactions ♦
Motion  Forces and Interactions
 Energy  Energy
 Waves and Their Applications in  Waves and Electromagnetic
Technologies for Information Radiation
Transfer
Life Sciences  From Molecules to Organisms:  Structure and Function
Structures and Processes ♦  Matter and Energy in Organisms and
 Ecosystems: Interactions, Energy, and Ecosystems ♦
Dynamics ♦  Interdependent Relationships in
 Heredity: Inheritance and Variation of Ecosystems
Traits  Inheritance and Variation of Traits
 Biological Evolution: Unity and  Natural Selection and Evolution
Diversity
Earth and Space  Earth’s Place in the Universe ♦  Space Systems ♦
Sciences  Earth’s Systems ♦  History of Earth
 Earth and Human Activity ♦  Earth’s Systems ♦
 Weather and Climate ♦
 Human Sustainability ♦
Engineering Design  Engineering Design  Engineering Design

The Dimensions
The key elements of the NGSS are the three dimensions that are interwoven into
each standard.
 Disciplinary Core Ideas (DCIs) These are the key pieces of discipline-
focused knowledge (i.e. content) that students should know.
o Earth Science
o Life Science
o Physical Science
o Engineering
 Science and Engineering Practices (SEPs) These practices describe specific skills and actions
that can be performed by students that parallel the activities of scientists to build models and
theories and by engineers to design and build systems.
o Asking questions (for science) and defining problems (for engineering)
o Developing and using models
o Planning and carrying out investigations
o Analyzing and interpreting data
o Using mathematics and computational thinking
o Constructive explanations (for science) and designing solutions (for engineering)
o Engaging in argument from evidence
o Obtaining, evaluating, and communicating information.
 Crosscutting Concepts (CCs) These are the unifying ideas that span all science disciplines that
students with a broad science literacy should understand.
o Patterns
o Cause and effect: Mechanism and explanation
o Scale, proportion, and quantity
o Systems and system models
o Energy and matter: Flows, cycles, and conservation
o Structure and function

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o Stability and change

Other NGSS Connections

In addition to these three dimensions, standards are also connected to:
 Understanding the Scientific Enterprise: The Nature of Science
Surrounding the context of NGSS is the expectation that students will learn about the
development of scientific knowledge, with its many historical and social implications. The nature
of science is not an additional dimension to the three dimensions above, but is interwoven with
the SEPs and CCs. The first four are closely related to the SEPs (*), and the last four are closely
related to CCs (*).
o Scientific investigations use a variety of methods.*
o Scientific knowledge is based on empirical evidence. *
o Scientific knowledge is open to revision in light of new evidence.*
o Scientific models, laws, mechanisms, and theories explain natural phenomena.*
o Science is a way of knowing.*
o Science knowledge assumes an order and consistency in natural systems.*
o Science is a human endeavor.*
o Science addresses questions about the natural and material world.*

 Engineering Design
In the NGSS documents, engineering is defined as “any engagement in a systematic practice of
design to achieve solutions to particular human problems.” Although many models of engineering
design exist, the NGSS focus on a three-part approach that include the following components,
with modified descriptors for each component dependent upon the grade band.
o Defining and delimiting engineering problems
o Designing solutions to engineering
problems
o Optimizing the design solution

 Science, Technology, Society, and the

Environment
Science, technology, society, and environment
are interdependent upon one another.
Likewise, teachers must encourage their
students to make connections between the
classroom, their home lives, and their
community.

 Common Core State Standards for

Mathematics
 Common Core State Standards for Literacy
in Science and Technical Subjects
Where appropriate, the NGSS connects to Figure 5: Engineering Design descriptors for high
Common Core State Standards (CCSS). However, school students
adoption of the NGSS does not mandate adoption of the
CCSS or have any impact on the incorporation of the
NGSS alone. The hyperlinked appendixes to the NGSS provide examples of how teachers can
incorporate the CCSS with specific scenarios, including the use of qualitative skills (ex:
proportional reasoning) and quantitative skills (ex: mathematical modeling with algebra).

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NGSS Format
The NGSS standards are presented in a table in the Achieve documentation. Within a single table, all of
the standards will be listed for a given DCI or topic area, with associated Science and Engineering
Practices, Disciplinary Core Ideas, and Crosscutting Concepts, as well as connections within NGSS
within and across grade bands, and Common Core State Standards.

It is important to note that because the NGSS are written as performance expectations, each standard is
closely linked to one or more DCIs, SEPs, and/or CCs. These standards are written with an assessment
in mind, and therefore have a very narrow focus. In contrast, teachers can and should use instructional
practices and curriculum designs that help students to see that a single DCI can have connections to
many or even all of the SEPs and CCs, not only those that are explicitly linked to the performance
expectation.

The structure of a table entry is shown below.

Table 2: Achieve table cell format

DCI or Topic

Performance expectations - Identifiable by HS-letter,letter,number-NUMBER (ex: HS-PS3-1)

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices

List of S&EP’s identifiable in blue List of DCI’s identifiable by HS- List of CC’s identifiable in
headings with connections to each letter,letter,number-LETTER (ex: green headings with
of the specific performance HS-PS3-A) with connections to each connections to each of the
expectations above. of the specific performance specific performance
************************* expectations above. expectations above.
List of any aspects of the Nature
of Science with connections to
each of the specific performance
expectations above.

Connections to other DCIs in the grade band.

Articulation of DCIs across grade-levels.

Common Core State Standards Connections:

ELA/Literacy –
Mathematics –

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Physics in the NGSS

Physics is not explicitly differentiated from chemistry within physical science topics or DCIs. As a result,
there is some overlap. Schools and teachers are expected to use their professional discretion to
determine who teaches these concepts and in what order, although Achieve has released a set of
suggested course maps for middle and high school. In some cases, fundamental physics concepts are
not mentioned at all, and teachers are expected to use good judgment when making decisions about
detailed curriculum, using the NGSS only as guideposts for student achievement along the way. The
following are high school physics-related NGSS, organized by topic.

Table 3: High school physics-related standards

TOPIC KEY PHYSICS
Structure and Properties of Matter
HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the Coulomb’s Law
structure of substances at the bulk scale to infer the strength of electrical forces
between particles.
HS-PS1-8: Develop models to illustrate the changes in the composition of the Nuclear Physics
nucleus of the atom and the energy released during the processes of fission,
fusion, and radioactive decay.
HS-PS2-6: Communicate scientific and technical information about why the Materials Science
molecular-level structure is important in the functioning of designed materials.
***ENGINEERING DESIGN***

Forces and Interactions

HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion Newton’s Laws
describes the mathematical relationship among the net force on a macroscopic Kinematics
object, its mass, and its acceleration.
HS-PS2-2: Use mathematical representations to support the claim that the total Impulse =
momentum of a system of objects is conserved when there is no net force on the ΔMomentum
system.
HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine Conservation of
a device that minimizes the force on a macroscopic object during a collision. Energy
***ENGINEERING DESIGN***
HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Uni. Gravitation
Coulomb’s Law to describe and predict the gravitational and electrostatic forces Coulomb’s Law
between objects.
HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric Current
current can produce a magnetic field and that a changing magnetic field can Magnetism
produce an electric current. Induction

Energy
HS-PS3-1: Create a computational model to calculate the change in the energy of Forms of Energy
one component in a system when the change in energy of the other
component(s) and every flow in and out of the system are known. Conservation of
HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic Energy
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).
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. ***ENGINEERING
DESIGN***
HS-PS3-4: Plan and conduct an investigation to provide evidence that the Thermodynamics
transfer of thermal energy when two components of different temperature are

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combined within a closed system results in a more uniform energy distribution
among the components in the system
HS-PS3-5: Develop and use a model of two objects interacting through electric or Electromagnetic
magnetic fields to illustrate the forces between objects and the changes in energy Fields
of the objects due to the interaction.

Waves and Electromagnetic Radiation

HS-PS4-1: Use mathematical representations to support a claim regarding Waves (Sound,
relationships among the frequency, wavelength, and speed of waves traveling in Optics)
various media. Refraction
HS-PS4-2: Evaluate questions about the advantages of using a digital
transmission and storage of information. Comp. Physics
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 Wave-Particle
model, and that for some situations one model is more useful than the other. Duality
HS-PS4-4: Evaluate the validity and reliability of claims in published materials of Photoelectric
the effects that different frequencies of electromagnetic radiation have when Effect
absorbed by matter.
HS-PS4-5: Communicate technical information about how some technological Absorption
devices use the principles of wave behavior and wave interactions with matter to
transmit and capture information and energy. ***ENGINEERING DESIGN***

Engineering
HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal need and wants.
HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and
tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as
well as possible social, cultural, and environmental impacts.
HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-
world problem with numerous criteria and constraints on interactions within and between systems
relevant to the problem.

Additional Standards with Connections to Physics

HS-PS1-4: Develop a model to illustrate that the release or absorption of energy Energy
from a chemical reaction systems depends on the changes in total bond energy.
HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy Energy
into stored chemical energy.
HS-LS2-3: Construct and revise an explanation based on evidence for the cycling Energy
of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-4: Use mathematical representations to support claims for the cycling of Energy
matter and flow of energy among organisms in an ecosystem.
HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the Nuclear Physics
sun and the role of nuclear fusion in the sun’s core to release energy that Energy
eventually reaches Earth in the form of radiation.
HS-ESS1-2: Construct an explanation of the Big Bang theory based on Light
astronomical evidence of light spectra, motion of distant galaxies, and Doppler Effect
composition of matter in the universe.
HS-ESS1-3: Communicate scientific ideas about the way stars over their life Fusion
cycle, produce elements.
HS-ESS1-4: Use mathematical or computational representations to predict the Uni. Gravitation
motion of orbiting objects in the solar system.
HS-ESS2-3: Develop a model based on evidence of Earth’s interior to describe Thermal, Waves
the cycling of matter by thermal convection.

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HS-ESS2-4: Use a model to describe how variations in the flow of energy into Energy
and out of Earth’s systems result in changes in climate.
From the above discussion alone, it might seem to teachers that achieving all of the physics-related high
school standards during one or two physics courses might be impossible. However, it is important to
keep in mind that all of the standards are embedded within a K-12 framework that anticipates that
students will progress toward these ideas from their earliest years in school.

Although each of the standards merit reading individually, the table below gives a very brief overview of
the concepts addressed in each grade band to lead up to high school physics.

Table 4: Physics-related standards across the grade bands

Grade Explicitly i
Band
K Forces (pushes/pulls), collisions, gravity
1 Sound, EM spectrum, light, color, reflection, refraction, lenses
2 Physical properties
3 Balanced/unbalanced forces, inertia, momentum, harmonic motion, E&M forces
4 Forms of energy (kinetic/motion, sound, light, heat, electric), conservation of energy
Geometric optics
5 Nuclear, chemical, and physical properties
MS Atomic and molecular models, heat
Newton’s Laws, E&M fields and forces, universal gravitation
Kinetic and potential energy (inc. proportionalities/equations), conservation of energy
Wave speed (inc. proportionalities/ equations), reflection, absorption, transmission
HS Atomic particles, fission/fusion
Newton’s Laws, force diagrams, impulse and momentum, conservation of energy, Law of
Gravitation, Coulomb’s Law, induction, EM interactions
Forms of energy, conservation of energy, Laws of Thermodynamics
Wave propagation (sound, light), wave-particle duality, absorption, communication

What Physics is not in the NGSS?

Because the standards are highly interconnected and emphasize SEPs and CCs just as much as DCIs, it
is possible to teach nearly any physics concept in such a way that it helps to address the goals of the
NGSS. Although no content is explicitly excluded, certain physics concepts are explicitly included. The
language and vocabulary of the NGSS can most certainly have an impact on how the NGSS is perceived
by observers whose end goal is to evaluate the NGSS teaching practices of a teacher. When appropriate,
physics teachers should be prepared to explain how the content and skills that they teach relate to the
NGSS.

Language included in the standard is listed in bold.

Language included in the associated DCIs, clarifying statements, or assessment boundaries is not listed
in bold.

Table 5: Physics language used in High School NGSS

Explicitly Included in the NGSS Language omitted in the

NGSS
Mechanics (Motion, Force,  Motion (1-dimensional)  Vectors / scalars
Energy, Momentum)  x-t and v-t graphs  Displacement, distance
 Newton’s Second Law of Motion  2-dimensional motion

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 Force, net force  Projectile motion

 Balanced, unbalanced systems  Newton’s First Law /
 Mass Inertia
 Acceleration  Periodic Motion
 Energy (kinetic/motion, chemical,  Torque
sound, light, thermal, position,  Work, power
electrical, spring, radiation,  Hooke’s Law
renewable energy, etc.)  Potential energy
 Closed systems
 Conservation of mass/matter
 Conservation of energy
 Energy
transfer/transformations/efficiency
 Conservation of momentum
 Newton’s Law of Gravitation
 Gravitational Field
 Orbital motion (2 bodies), Kepler’s
Laws
Waves, Sound, and Optics  Frequency  Optics (mirrors, lenses,
 Wavelength vision, color)
 Speed  Snell’s Law, refraction,
 Media  Polarization
 Electromagnetic radiation, sound,  Inverse-Square Law (for
and seismic waves light)
 Wave behavior and interaction,  Standing waves (on
absorption, reflection, resonance, strings or air columns)
interference (relative phase, peaks,  Hearing (pitch, loudness,
troughs), diffraction, and timbre)
photoelectric effect/materials.  Beats
 Wave and particle model of  Doppler Effect
electromagnetic radiation.
 Light spectra, radio, microwaves,
light, heat, ultraviolet, X-rays,
gamma rays, cosmic microwave
background radiation
 Brightness
Heat and Thermodynamics  Temperature  Zeroth, First, and Third
 Second Law of Thermodynamics Laws of
Thermodynamics
 Kinetic Theory
 Gas Laws
Electricity and Magnetism  Charges  Circuits (simple, series,
 Coulomb’s Law parallel)
 Electrical Field  Circuit concepts
 Electrical Current (resistance, voltage,
 Electrically conductive materials AC/DC, Ohm’s Law)
 Batteries  Circuit components
 Magnets (resistor, capacitor,
 Magnetic Field inductor).
 Polarity
Modern Physics (Nuclear,  Fission, fusion, radioactive  Blackbody Radiation
Quantum, Relativity, decay, nucleosynthesis, alpha,  Plank’s Constant
Astrophysics) beta, and gamma radioactive decay  Uncertainty Principle

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 Atoms, protons, neutrons,

electrons
 Big Bang Theory
 Photoelectric effect
 Materials
Mathematical Methods  1-dimensional  Trigonometry
 Basic algebraic expressions or  Calculus
computations

Depth of the Standards

Each of the standards in the NGSS have a significant depth that must not be overlooked by teachers.
Take, for example, the first standard for high school students associated with mechanics. Experienced
teachers recognize that this standard requires multiple layers of student understanding before it can be
achieved.

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.

Taking the Core Disciplinary Idea alone, students need to have an understanding of fundamental
kinematics, which might take weeks or months to develop in an introductory physics setting. Indeed,
many teachers report spending upwards of a half of a semester to develop models (verbal, graphical,
mathematical, physical, etc.) for conceptual and quantitative understanding of the following:
 Vectors
 Constant velocity
 Uniform acceleration
 Forces (tension, weight, normal force, friction)
 Force diagrams in balanced and unbalanced systems
 Newton’s laws
 Conservation of mass

The standard’s associated Science and Engineering Practice, Analyzing and Interpreting Data, closely
associated with the Common Core State Standards for literacy, require students to: “Analyze data using
tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable
scientific claims or determine an optical design solution.” Logistically, one might interpret this standard by
having students perform an inquiry lab to determine the relationship between net force, mass, and
acceleration using probeware (i.e. sonic motion detector, force meter) and data analysis tools (i.e.
graphical analysis software, graphing calculator) to make meaning of the data as displayed on a graph.
Graphical analysis also entails students understanding mathematical models, such as linear algebraic
relationships and the calculation and meaning of slope and intercept. Asking students to support the claim
also requires students to engage in communication with their peers or with the teacher in order to share
data, come to a conclusion, and defend their results, all of which can happen in some way through
whiteboarding sessions, lab reports, and/or whole class discussion carefully guided by the teacher and
through the development of a respectful environment.

The Crosscutting Concept associated with the standard, Cause and Effect, requires that students
demonstrate and understanding that “Empirical evidence is required to differentiate between cause and
correlation and make claims about specific causes and effects.” Looking more deeply at this concept,
students need to understand how to perform a controlled experiment in which causal relationships are
determined. Because experiments associated with Newton’s second law require students to understand
the relationship among three potential variables (net force, mass, and acceleration), students need to
understand how to perform two controlled experiments, and then merge the relationships together to
make a claim about their interrelationship.

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The above is just one of the many standards associated with physics. Each standard needs to be read
not only for its physics content, but for the associated performance objective, skills, and understandings
about science as well.

Engineering and HS Physics-Related Standards

Perhaps one of the biggest shifts that physics teachers, in particular, will notice upon adoption of the
NGSS is the heavy emphasis on engineering. Although engineering is interwoven into specific standards,
the NGSS also does have a set of stand-alone engineering standards for each grade band.

In Figure 6 and Figure 7 on the following page, the physics-related standards are shown in concept
webs. Although the NGSS only explicitly describes the relationships between topics, not between specific
standards, an attempt has been made here to show example learning pathways, and how physics
concepts (DCIs) from each grade band support other physics concepts in later grade bands. However,
the nuances of each standard could result in a myriad of interconnections, especially if one is instead
looking at the complexity or depth of the SEPs or CCs within each standard.

Figure 6 displays the most relevant physics standards across the grade bands. Please note that this is
not a complete listing of the standards. For simplicity, it does not include most physics-related standards
that fall outside of the largest groupings of physics standards (Structures and Properties of Matter,
Forces and Interactions, Energy, and Waves). It also does not directly incorporate the engineering
standards, although the standards with ties to engineering are denoted by the gold outline.

Figure 7 displays an example pathway of a single DCI that begins at the Kindergarten grade band and
supports additional standards all the way through to the high school grade band.

It should be evident that all of the standards are highly interrelated, with forces and energy being the
dominant underlying themes.

Assessing Implementation of the NGSS in Physics

Although no discipline-specific teacher evaluation system exists for NGSS-aligned instructional practice,
Achieve has produced an Educators Evaluation the Quality of Instructional Products (EQuIP) Rubric for
Lessons and Units. This rubric employs a “check list” system of characteristics of a lesson or unit that
incorporate considerations for:
 Alignment to the NGSS
 Instructional Supports
 Monitoring Student Progress

Reading, integrating, and assessing the use of the NGSS in teaching requires both scientific literacy as
well as an understanding of effective teaching practice. Achieve has produced a set of ten lessons and
handouts to help teachers and leaders in education to effectively use the EQuiP rubric: EQuiP
Professional Learning Facilitator’s Guide

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Physics and the NGSS

Figure 6: Web of physics-related standards by DCI

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Physics and the NGSS

Figure 7: Example pathway of DCI development

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Resources for Implementing the NGSS

Historical Overview of the Development of the NGSS
The following documents from the American Association for the
Advancement of Science (AAAS) spearheaded the Project 2061
initiative to improve science literacy for all by providing broad
descriptive and unifying themes of natural, mathematical, and social
sciences, goals for student achievement, and atlases that displayed the
deep interconnectedness of the sciences.
 Science for All Americans (1993)
 Benchmarks for Science Literacy (1993)
 Atlas of Science Literacy, Vols. 1 & 2 (2007)

The National Research Council (NRC) took inspiration from

some of the above documents to formalize the first set of National
Science Education Standards (NSES), with guidelines for how to
teach science inquiry. Although the NSES were used as a guiding
document for many states, most states still retained their own
standards. The Framework for K-12 Science Education was an
attempt to more closely describe the practices of inquiry, while
more explicitly mapping the interconnections between the
sciences.
 National Science Education Standards (1996)
 Inquiry and the National Science Education Standards
(2000)
 A Framework for K-12 Science Education (2012)

General Resources
To facilitate the implementation of the NGSS in classrooms, the National Academies continue to support
the publication of a variety of guides, such as those below:

 Developing Assessments for the Next Generation Science Standards (2014)

 Literacy for Science: Exploring the Intersection of the Next Generation Science Standards and
Common Core for ELA Standards - a Workshop Summary (2014)
 A Guide to Implementing the Next Generation Science Standards (2015)

Physics Educational Resources

AAPT’s ComPADRE supports implementation of the NGSS through the creation of curated collections of
resources aligned with NGSS. The following are two sample “books” that include resources to teach the
DCIs.

HS-PS2.A.2: Impulse, Momentum, and Collisions: http://www.compadre.org/books/?ID=20

MS-PS2.A.1: Newton’s Third Law: http://www.compadre.org/books/?ID=22

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AAPT’s Role in the NGSS

The AAPT aims to support all teachers of physics, regardless of adoption of the NGSS. The AAPT works
to make curricular and instructional resources available to its members and to the general public through
online sharing as well as through face-to-face professional gatherings, including annual conferences,
workshops, and institutes.

Please visit aapt.org to learn more.

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