MIDAS

Inspire Physics

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Core Code Alignment

Science
Physics
08060000020: Physics (9-12)

Recommendation

Recommended Limited

Evaluation

This book mostly bridges traditional physics learning and textbook styles with new standards but doesn’t actually commit to the new standards fully. There is very little mention of how students are to conduct and develop investigations on their own. Model-building is minimally represented throughout. The textbook does not implement CCCs at all. However, there are some investigation style activities at the beginning/end of chapters; these sometimes incorporate some SEPs with the DCIs. There are many examples throughout the book that go beyond the scope of an introductory physics class. Overall, this textbook is sufficient for an introductory class if the teacher understands that they will need to better incorporate SEPs and CCCs into their instruction.

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Rubric : Science 2025

Compliance with State Law (Required)

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Sensitive Materials and Prohibited Submission 53G-10-103, R277-628	This item has not been graded.

Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107	This item has not been graded.

Maintaining constitutional freedom in the public schools. 53G-10-202	This item has not been graded.

Free from advertising, e-commerce, or political interest	This item has not been graded.

Standards

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Presence of Three Dimensions of Science: Builds understanding of the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs). i. Provides opportunities to develop and use specific elements of the SEP(s) ii. Provides opportunities to develop and use specific elements of the DCI(s) iii. Provides opportunities to develop and use specific elements of the CCC(s)	3 of the Criteria Indicators are met	2 of the Criteria Indicators are met	1 of the Criteria Indicators are met	None of the Criteria Indicators are met
The CCCs and SEPs are limited. All DCIs are accounted for. SEPs are mentioned throughout the textbook but are mostly slapped on with investigations that appear to target the SEPs rather than actually meet the standards. This book mostly bridges traditional physics learning and textbook styles with new standards but doesn’t actually commit to the new standards fully.
Integration of Three Dimensions of Science: Materials integrate elements of the SEPs, CCCs, and DCIs for student sense‐making: Three dimensions of science (SEPs, CCCs, and DCIs) are integrated (consistently utilized in conjunction with each other) to help students make sense of phenomenon and solve problems.	Three dimensions of science (SEPs, CCCs, and DCIs) are consistently integrated.	Three dimensions of science are integrated in certain portions of the instructional material.	Three dimensions of science are rarely integrated in the instructional material.	Three dimensions of science (SEPs, CCCs, and DCIs) are separated and not integrated for student sense making.
There is some integration. There is very little mention of how students are to conduct and develop investigations on their own. Also building models is minimally represented throughout. In addition the book does not implement CCCs at all. That said, there are some investigation style activities at the beginning/end of chapters. These sometimes incorporate some SEPs with the DCIs.
Alignment to Standards: The DCI Concepts (science content) in the instructional materials align to the Utah Science with Engineering Education (SEEd) Standards	DCI concepts (science content) in the instructional material align to 100% the SEEd Standards for the Grade/Course.	DCI concepts (science content) in the instructional material align to 75% the SEEd Standards for the Grade/Course.	DCI concepts (science content) in the instructional material align to 50% the SEEd Standards for the Grade/Course.	DCI concepts (science content) in the instructional material align to less than 50% the SEEd Standards for the Grade/Course.
The text is aligned with SEEd DCIs.
Scientific Accuracy: Uses scientifically accurate and grade‐appropriate scientific information, phenomena, and representations to support students’ three‐dimensional learning.	Instructional materials are scientifically accurate and grade appropriate.	N/A	N/A	Instructional materials are NOT scientifically accurate and grade appropriate.
Uses scientifically accurate and generally grade‐appropriate scientific information. The sections on electric current, electric fields, and electromagnetic induction is well beyond the scope of both the Utah SEEd standards as well as high school curriculum in general. Induced current calculations using trig functions are just calculations and don’t support conceptual physics reasoning at the introductory high school physics level. There are other examples throughout the book that go beyond the scope of an introductory physics class. Overall, still sufficient for introductory class.

Pedagogy

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Focus on Phenomena (Science) or Problems (Engineering): Making sense of phenomena and/or designing solutions to a problem drive student learning. i. Student questions and prior experiences related to the phenomenon or problem motivate sense‐making and/or problem solving ii. The focus of the lesson is to support students in making sense of phenomena and/or designing solutions to problems iii. When engineering is a learning focus, it is integrated with developing disciplinary core ideas from physical, life, and/or earth and space sciences	3 of the Criteria Indicators are met	2 of the Criteria Indicators are met	1 of the Criteria Indicators are met	None of the Criteria Indicators are met
The phenomena and problems the book lists at the beginning of units seems rarely revisited. Engineering problem and design is rarely integrated with the science in this text.
Scaffolding: Identifies and builds on students’ prior learning in all three dimensions i. Provides supports to help students engage in the practices and gradually adjusts supports over time so that students are increasingly responsible for making sense of phenomena and/or designing solutions to problems (Required) ii. Explicitly identifies prior student learning expected for all three dimensions iii. Clearly explains how the prior learning will be built upon	3 of the Criteria Indicators are met	2 of the Criteria Indicators are met (i MUST BE MET)	Only Criteria Indicator i has been met	None of the Criteria Indicators are met
The scaffolding is minimal when it comes to the SEPs that the book tries to integrate.
Teacher Supports: Supports teachers in facilitating coherent student learning experiences over time i. Provides strategies for linking student engagement across lessons (e.g. cultivating new student questions at the end of a lesson in a way that leads to future lessons) ii. Providing strategies for ensuring student sense‐making and/or problem‐solving is linked to learning in all three dimensions (e.g. Claim Evidence Reasoning-CER Framework for communicating sense-making, teacher probing questions) iii. Provides additional resources for student learning (e.g. Models, simulations, and/or data sets for students investigation)	3 of the Criteria Indicators are met	2 of the Criteria Indicators are met	1 of the Criteria Indicators are met	None of the Criteria Indicators are met
CER framework is used. Additional resources are provided. Sense-making and problem-solving opportunities are rare (outside of traditional physics math problem-solving)
Assessments: Includes formative, summative, and guidance measures for interpreting student performances that assess three‐dimensional science learning. i. Embeds formative assessment processes throughout conceptual development that surfaces student understanding to inform instruction ii. Embeds summative assessment processes following conceptual development that evaluate student learning and measure understanding iii. Includes aligned rubrics or scoring guidelines that provide guidance for interpreting student performance	3 of the Criteria Indicators are met	2 of the Criteria Indicators are met	1 of the Criteria Indicators are met	None of the Criteria Indicators are met
Few rubrics provided for all three dimensions. However, DCI assessments are provided. Assessments focus on content knowledge in the manner historically represented by textbook-based assessments.

Accessibility

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Relevant and Authentic: Engages students in authentic and meaningful scenarios that reflect the practice of science and engineering as experienced in the real world. i. Students experience phenomena or design problems as directly as possible (first-hand or through media representations) ii. Includes suggestions for how to connect instruction to the students' home, neighborhood, community and/or culture as appropriate iii. Provides opportunities for students to connect their explanation of a phenomenon and/or their design solution to a problem to questions from their own experience	3 of the 4 Criteria Indicators are met	2 of the 4 Criteria Indicators are met	1 of the 4 Criteria Indicators are met	None of the 4 Criteria Indicators are met
Engages students in authentic and meaningful scenarios that reflect real world applications.
Teacher Supports for Diverse Learners: Provides guidance for teachers to support differentiated instruction i. Includes appropriate reading, writing, listening, and/or speaking alternatives (e.g., translations, picture support, graphic organizers, etc.) for students who are English language learners, have special needs, or read well below grade level ii. Provides extra support (e.g., phenomena, representations, tasks) for students who are struggling to meet the targeted expectations iii. Provides extensions for students with high interest or who have already met the performance expectations to develop a deeper understanding of the practices, disciplinary core ideas, and crosscutting concepts	3 of the Criteria Indicators are met	2 of the Criteria Indicators are met	1 of the Criteria Indicators are met	None of the Criteria Indicators are met
Some ideas are given for differentiation. The teacher is going to be responsible to provide support for special needs or below grade level students.
Accessible for all students: Engages students using methods, vocabulary, representations, and examples that are accessible and unbiased for all learners (e.g., Deaf and Blind, English Learners, Gifted and Talented, Special Education).	Instructional Materials are accessible for all students	N/A	N/A	Instructional Materials are NOT accessible for all students
Engages students using methods, vocabulary, representations, and examples that are accessible and unbiased for all learners.
Physical Characteristics	This item has not been graded.

Technical Standards	This item has not been graded.

Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107,	This item has not been graded.

Shared Values and Character Traits	This item has not been graded.

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Phone: 801.538.7807