HS-PS3-1   Energy

Students who demonstrate understanding can:

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.]
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

### Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

## Crosscutting Concepts

### Systems and System Models

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

### Scientific Knowledge Assumes an Order and Consistency in Natural Systems

• Science assumes the universe is a vast single system in which basic laws are consistent.

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

HS-PS3-1   Energy

Students who demonstrate understanding can:

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.]
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

### Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

## Crosscutting Concepts

### Systems and System Models

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

### Scientific Knowledge Assumes an Order and Consistency in Natural Systems

• Science assumes the universe is a vast single system in which basic laws are consistent.

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

HS-PS3-1   Energy

Students who demonstrate understanding can:

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.]
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

### Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

## Crosscutting Concepts

### Systems and System Models

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

### Scientific Knowledge Assumes an Order and Consistency in Natural Systems

• Science assumes the universe is a vast single system in which basic laws are consistent.

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

* 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.

## Viewing Options

Use browser zoom to increase text size (ctrl + on PC, command + on Mac)

## How to Read the Standards

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