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.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and Energy Transfer

Crosscutting Concepts

Systems and System Models

 

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

         Connections to Nature of Science

 

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:

HS.PS1.B ; HS.LS2.B ; HS.ESS1.A ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS3.A ; MS.PS3.B ;MS.ESS2.A

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-1)
MP.4 Model with mathematics. (HS-PS3-1)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-1)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-1)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-1)

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.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and Energy Transfer

Crosscutting Concepts

Systems and System Models

 

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

         Connections to Nature of Science

 

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:

HS.PS1.B ; HS.LS2.B ; HS.ESS1.A ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS3.A ; MS.PS3.B ; MS.ESS2.A

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-1)
MP.4 Model with mathematics. (HS-PS3-1)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-1)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-1)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-1)

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.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and Energy Transfer

Crosscutting Concepts

Systems and System Models

 

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

         Connections to Nature of Science

 

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:

HS.PS1.B ; HS.LS2.B ; HS.ESS1.A ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS3.A ; MS.PS3.B ;MS.ESS2.A

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-1)
MP.4 Model with mathematics. (HS-PS3-1)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-1)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-1)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-1)

* 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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Related Evidence Statements
HS-PS3-1-1 Evidence Statements
Related Quality Units
High School: OpenSciEd Unit P.1: Energy Flow from Earth’s Systems
High School: OpenSciEd Unit C.1: Thermodynamics in Earth’s Systems
High School: OpenSciEd Unit C.5 Energy from Chemical & Nuclear Reactions
High School: OpenSciEd Unit P.4 Meteors, Orbits, & Gravity
Related Example Bundles
High School Conceptual Progression Model Course 1: Bundle 5
High School Domains Model Course 1: Chemistry: Bundle 3
High School Domains Model Course 2: Physics: Bundle 3

How to Read the Standards

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