MS-PS3-2   Energy

Students who demonstrate understanding can:

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Developing and Using Models

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

## Crosscutting Concepts

### Systems and System Models

• Models can be used to represent systems and their interactions – such as inputs, processes, and outputs – and energy and matter flows within systems.

Connections to other DCIs in this grade-band: N/A

Common Core State Standards Connections:

SL.8.5 ELA/Literacy - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-PS3-2)

MS-PS3-2   Energy

Students who demonstrate understanding can:

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Developing and Using Models

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

## Crosscutting Concepts

### Systems and System Models

• Models can be used to represent systems and their interactions – such as inputs, processes, and outputs – and energy and matter flows within systems.

Connections to other DCIs in this grade-band: N/A

Common Core State Standards Connections:

SL.8.5 ELA/Literacy - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-PS3-2)

MS-PS3-2   Energy

Students who demonstrate understanding can:

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Developing and Using Models

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

## Crosscutting Concepts

### Systems and System Models

• Models can be used to represent systems and their interactions – such as inputs, processes, and outputs – and energy and matter flows within systems.

Connections to other DCIs in this grade-band: N/A

Common Core State Standards Connections:

SL.8.5 ELA/Literacy - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-PS3-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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## How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...