Physics Forces Unit - Circular Motion Assignment - 9-12
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✓
NGSS Aligned
✓
Instant Digital Download
✓
Created by a 7+ Year Physics Teacher
📦 Save with the Forces Unit Bundle: Get every forces resource I sell — quizzes, slide decks, labs, crosswords, warmups, the test, and the escape room — bundled for $57.00. Get the Physics Forces Unit Bundle — NGSS Grades 9-12 →
Stop scrambling to find quality circular motion problems that actually get students thinking conceptually about forces. This classroom-ready assignment focuses on the "why" behind centripetal force, not just plug-and-chug calculations.
Perfect for reinforcing circular motion concepts after your initial teaching — designed by a physics teacher who knows what questions reveal student misconceptions.
✓ What's Included
- ✓ 14 conceptual circular motion questions targeting common misconceptions
- ✓ Complete answer key with explanations
- ✓ Both digital resource and editable versions
- ✓ NGSS HS-PS2-1 alignment guide
- ✓ 20-day Forces Unit lesson plan showing when to use this assignment
Why Physics Teachers Choose This
- No-prep ready: Print and go — no modifications needed
- Conceptual focus: Students explain reasoning, not just calculate answers
- Misconception targets: Questions designed to reveal common circular motion confusion
- Flexible format: Works for homework, classwork, or assessment prep
- Answer key included: Detailed explanations help you address student errors
Perfect For
- High school physics (grades 9-12)
- Conceptual physics courses
- Honors physics classes
- Forces unit review and practice
- Distance learning or in-person instruction
Pro Tip: Use this as Assignment 9 in our complete Forces Unit sequence for maximum student understanding.
📦 Get the complete Motion unit
This resource is part of the Motion Unit Bundle — all lessons, labs, assessments, and review materials for the full unit.
Update your location to see state-specific standards (only available in the US).
NGSS 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. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Assessment is limited to systems of two macroscopic bodies moving in one dimension.
NGSS 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. Emphasis is on explaining the meaning of mathematical expressions used in the model. 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.
NGSS 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. Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. 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 sliding down a ramp, or a moving object being pulled by a constant force.
NGSS HS-PS4-1
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
NGSS 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. 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 is limited to qualitative evaluations and/or algebraic manipulations.
NGSS 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. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Assessment is limited to systems of two macroscopic bodies moving in one dimension.
NGSS 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. Emphasis is on explaining the meaning of mathematical expressions used in the model. 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.
NGSS 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. Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. 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 sliding down a ramp, or a moving object being pulled by a constant force.
NGSS HS-PS4-1
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
NGSS 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. 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 is limited to qualitative evaluations and/or algebraic manipulations.
Physics Forces Unit - Circular Motion Assignment - 9-12
Sale price
$3.00
Regular price $2.50Instant digital download -- no physical shipping.
✓
NGSS Aligned
✓
Instant Digital Download
✓
Created by a 7+ Year Physics Teacher
📦 Save with the Forces Unit Bundle: Get every forces resource I sell — quizzes, slide decks, labs, crosswords, warmups, the test, and the escape room — bundled for $57.00. Get the Physics Forces Unit Bundle — NGSS Grades 9-12 →
Stop scrambling to find quality circular motion problems that actually get students thinking conceptually about forces. This classroom-ready assignment focuses on the "why" behind centripetal force, not just plug-and-chug calculations.
Perfect for reinforcing circular motion concepts after your initial teaching — designed by a physics teacher who knows what questions reveal student misconceptions.
✓ What's Included
- ✓ 14 conceptual circular motion questions targeting common misconceptions
- ✓ Complete answer key with explanations
- ✓ Both digital resource and editable versions
- ✓ NGSS HS-PS2-1 alignment guide
- ✓ 20-day Forces Unit lesson plan showing when to use this assignment
Why Physics Teachers Choose This
- No-prep ready: Print and go — no modifications needed
- Conceptual focus: Students explain reasoning, not just calculate answers
- Misconception targets: Questions designed to reveal common circular motion confusion
- Flexible format: Works for homework, classwork, or assessment prep
- Answer key included: Detailed explanations help you address student errors
Perfect For
- High school physics (grades 9-12)
- Conceptual physics courses
- Honors physics classes
- Forces unit review and practice
- Distance learning or in-person instruction
Pro Tip: Use this as Assignment 9 in our complete Forces Unit sequence for maximum student understanding.
📦 Get the complete Motion unit
This resource is part of the Motion Unit Bundle — all lessons, labs, assessments, and review materials for the full unit.
Update your location to see state-specific standards (only available in the US).
NGSS 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. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Assessment is limited to systems of two macroscopic bodies moving in one dimension.
NGSS 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. Emphasis is on explaining the meaning of mathematical expressions used in the model. 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.
NGSS 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. Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. 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 sliding down a ramp, or a moving object being pulled by a constant force.
NGSS HS-PS4-1
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
NGSS 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. 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 is limited to qualitative evaluations and/or algebraic manipulations.
NGSS 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. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Assessment is limited to systems of two macroscopic bodies moving in one dimension.
NGSS 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. Emphasis is on explaining the meaning of mathematical expressions used in the model. 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.
NGSS 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. Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. 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 sliding down a ramp, or a moving object being pulled by a constant force.
NGSS HS-PS4-1
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
NGSS 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. 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 is limited to qualitative evaluations and/or algebraic manipulations.
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